EXPLORING TEACHER MOTIVATIONAL STRATEGY

IN ENGLISH LEARNING AND TEACHING ACTIVITY

AT SMP MUHAMMADIYAH 5 SURAKARTA

THESIS

Submitted as a Partial Requirement

For the Undergraduate Degree in English Language Education

by:

TAZKIYAH FIRDAUSI

SRN. 16.32.21.232

ENGLISH LANGUAGE EDUCATION

CULTURES AND LANGUAGES FACULTY

THE STATE ISLAMIC INSTITUTE OF SURAKARTA

2020

i

ADVISORS SHEET

Subject: Thesis of Tazkiyah Firdausi

SRN : 16.32.21.232

To:

The Dean of Cultures and Languages Faculty

IAIN Surakarta

In Surakarta

Assalamu’alaikum Wr. Wb.

After reading thoroughly and giving necessary advices, herewith, as the

advisors, we state that the thesis of

Name : Tazkiyah Firdausi

SRN : 16.32.21.232

Title : Exploring Teacher Motivational Strategy in English Learning

and Teaching Activity at SMP Muhammadiyah 5 Surakarta

has already fulfilled the requirements to be presented before The Board of Examiners

(munaqasyah) to gain Undergraduate Degree in English Language Education IAIN

Surakarta.

Thank you for the attention.

Wassalamu’alaikum Wr. Wb

Surakarta, 1 Desember 2020

Advisor,

Maria Wulandari, M.Hum

NIK.198905182017012145

ii

iii

DEDICATION

This thesis is dedicated to:

1. My beloved parents (Bp. Susilo Utomo and Ibu Tri Lestari) who always support

and pray the best for me since the beginning until the end of my study

2. My beloved uncles and aunties who always give me a lot of helps and supports to

my higher education.

3. My young brother (Abid Haidar A’dn).

4. My roommate (Dela Monica Sutomo Putri)

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MOTTO

“Whoever takes a path upon which to obtain knowledge,

Allah makes the path to paradise easy for him”

(The Prophet Muhammad SAW)

“Remember that failure is an event, not a person”

(Zig Ziglar)

v

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ACKNOWLEDGMENT

Alhamdulillah, all praise be to Allah SWT, the almighty God, the Lord of the

universe, the master of the day of judgment, God almighty, for all blessings and mercies

so the researcher who is able to finish this thesis entitled “Exploring Teacher

Motivational Strategy in English Learning and Teaching Activity at SMP

Muhammadiyah 5 Surakarta. Peace be upon to our Prophet Muhammad SAW who

brought us from the darkness into the lightness.

The researcher is sure that this thesis would be completed without the helps,

supports, and suggestions from several sides. Thus, the researcher would like to express

the deepest thanks to all of those who had helped, supported, and suggested the

researcher during the process of writing this thesis. The researcher delivers the special

gratitude to:

1. Prof. Dr. H. Mudofir, S.Ag., M.Pd as the Rector of the State

Islamic Institute of Surakarta.

2. Prof. Dr. Toto Suharto, S.Ag., M.Pd., as the Dean of Languages and

Cultures Faculty of IAIN Surakarta.

3. Budiasih, S.Pd., M.Hum as the Head of English Language Education of

IAIN Surakarta for trusting the researcher to conduct this research.

4. Maria Wulandari, M.Hum., as the advisor who always gives the researcher

supports, advices, motivations so the researcher can finish the thesis. May Allah

SWT always gives mercies to you and return your kindness.

5. Sudarno, S.Pd., as the headmaster of SMP Muhammadiyah 5 Surakarta.

6. Adi Purwono, S.Pd., as the English teacher of SMP Muhammadiyah 5 Surakarta

who allowed and helped the researcher for conducting research in his class.

7. All of lecturers for the knowledge, chance, patience, and time that was given for

the researcher. May Allah returns your kindness.

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8. The seventh grade students of SMP Muhammadiyah 5 Surakarta who

participated in this research.

9. My beloved family that always gives the best pray, unconditional love, unlimited

patience, amazing supports and helps

10. All of my beloved galaxy family in PBI G 2016.

11. My dear friends, Dela, Dea, Nadia, Umi, Mifta, Reni, Ima, Endah, mbak Aslih,

Rahma, dek Ayuk that always accompany, motivate, and help whether in the

good time or bad time.

12. My support system, Dela, Radiyah, Yuli, Aswadi, Feroz, Ashif and Hikmah who

support and remind me to finish this thesis.

The researcher realizes that this thesis is still far from being perfect.

Therefore, the researcher accepts support, critiques, and suggestions. The researcher

hopes that this thesis can be useful for the researcher in particular and the readers in

general.

Surakarta, 6th October 2020

The Researcher,

Tazkiyah Firdausi

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ABSTRACT

Tazkiyah Firdausi. 16.322.1.232. Exploring Teacher Motivational Strategy in

English Learning and Teaching Activity at SMP Muhammadiyah 5 Surakarta.

Thesis of English Language Education Study Program. Cultures and Languages

Faculty. IAIN Surakarta. 2020.

Advisor: Maria Wulandari, M.Hum.

Key words: Teacher, Motivational Strategy, English Learning and Teaching

The term of motivation had been an important issue in educational setting.

Motivation relates to the drive for doing something and the persistence to do it.

Motivation will be an aspect that can determine someone get success or failure

especially in language learning such as English. However, in English learning activity,

students’ motivation can increase or decrease overtime, so it needs to be kept and

encouraged by the teacher. Therefore, this research aimed to describe the kind of

teacher’s motivational strategies and how the students’ responses toward those

strategies

To conduct this research, the researcher used descriptive qualitative method.

The participants of this research were English teacher of seventh grade and 48 students

of the mixed students from A. B, and C seventh grade in SMP Muhammadiyah 5

Surakarta. Here the researcher used semi-structured interview and open-ended

questionnaire to obtain the research data. In this case, because of Corona pandemic

situation, the researcher obtained the data via online by using WhatsApp to do

interview and Google Form to share questionnaire. After getting the data, the researcher

analyzed the data by using the data analysis concept from Miles and Huberman. That

concept consists of reducing data, displaying data, and drawing the conclusion. In

addition, the researcher used source triangulation to get the trustworthiness of the data

result

Based on the result of interview and questionnaire, it showed that the teacher

used 10 motivational strategies. They were keeping appropriate teacher’s behavior and

good relationship toward the students, making learning group, making the teaching

material relevant and appropriate for the students, creating pleasant and supportive

atmosphere in English classroom, making appropriate task and, protecting students’

self confidence, giving the understanding of English learning goals and benefits,giving

feedback, giving reward and appreciation, and assessing students’ performance.

Meanwhile, mostly students gave positive responses toward the teacher’s motivational

strategies though there were students that give different responses for certain strategies.

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TABLE OF CONTENT

TITLE

ADVISOR SHEET i

RATRIFICATION ii

DEDICATION iii

MOTTO iv

PRONOUNCEMENT v

ACKNOWLEDGMENT vi

ABSTRACT viii

TABLE OF CONTENT ix

LIST OF TABLES xii

LIST OF FIGURE xiii

LIST OF APPENDICIES xiv

CHAPTER I: INTRODUCTION 1

A. Background of the Study 1

B. Problem Identification 7

C. Problem Limitation 8

D. Problem Statement 8

E. Objective of Study 8

F. Benefit of the Study 9

G. Definition of Key Term 10

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CHAPTER II: THEORETICAL REVIEW 11

A. Theoretical Description 11

1. Students’ Motivation 11

a. Definition of Motivation 11

b. Type of Motivation 12

c. Influencing Factors of Motivation 15

2. Teacher Motivational Strategy 18

a. Definition of Motivational Strategy 19

b. The Purpose of Motivational Strategy 19

c. The Themes of Motivational Strategy 20

d. Several Concepts of Motivational Strategy 21

3. English Learning and Teaching in Junior High School 38

a. English Learning 38

b. English Teaching Methods 44

c. The Role of Teacher in English Learning and Teaching 45

d. Influencing Factors in English Teaching and Learning 46

e. English subject in Indonesian Junior High School 49

B. Previous Studies 51

CHAPTER III: RESEARCH METHODOLOGY 55

A. Research Design 55

B. Setting Place and Time 56

C. Subject of the Research 58

D. Research Instrument 59

E. Technique of Collecting Data 59

F. Technique of Analyzing Data 61

G. Trustworthiness of the Data 63

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CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION 65

A. Research Findings 65

1. The Kind of Teacher’s Motivational Strategies to Encourage the

Students’ Motivation to Learn English 67

2. The Students’ Responses toward Their English Teacher

Motivational Strategies. 80

B. Discussion 88

CHAPTER V: CONCLUSION AND SUGESSTION 106

A. Conclusion 106

B. Suggestion 110

BIBLIOGRAPHY 112

APPENDICES 118

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LIST OF TABLE

Table 1 Research schedule 58

Table 2 The coding table of teacher motivational strategy 67

Table 3 The coding table of the students’ responses 80

Table 4 MTP and Seventh grade English teacher motivational strategy 90

Table 5 Data analysis table of teacher’s motivational strategies with MTP by

Dornyei (2001) 153

Table 6 Data analysis table of the students’ responses toward TMS 159

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LIST OF FIGURE

Figure 1. The components of motivational teaching practice (MTP) 22

xiv

LIST OF APPENDICESS

Appendix 1. Field note of pre-observation 119

Appendix 2. The interview guidelines 119

Appendix 3. Transcript interview 120

Appendix 4. Questionnaire guideline 146

Appendix 5. List of students who answered the questionnaire 147

Appendix 6. The questionnaire of google forms 149

Appendix 7. The data analysis table 153

1

CHAPTER I

INTRODUCTION

A. Background of the Study

For a long periods, the term of motivation had been an important issue in

educational setting. According to Dornyei (2001: 5), Motivation could be an aspect

that could determine someone get success or failure especially in language learning

such as English. Furthermore, Dornyei explained that in the vast majority of cases,

the learner who has adequate motivation can achieve a working knowledge of

second/foreign language, regardless of learner’s language aptitude or other

cognitive characteristics, it should be noted that without an adequate motivation,

even the smartest learners are impossible to persist for attaining any really useful

language.

According to Tileston (2004: 2), motivation itself relates to the drive for doing

something, it drives someone to learn new things and to encourage someone for

trying again when she or he fails. In addition, motivation is an important variable in

human learning reflected in goals and direction, level of effort, depth of engagement,

and degree of persistence in learning (Ushioda, 2014: 31). Therefore, students’

motivation can determine that the students will get success or failure in learning.

According to Abdullah et al (2019: 58), When the students do not have a goal or

desire in learning, they also are bored and inattentive in learning, they are unlikely

to get benefit from the educational program, even its effectiveness. After the

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explanations before, it can be known that motivation is crucial for the students until,

the students’ motivation needs to be kept including the students’ motivation to learn

English.

Therefore, for keeping the students motivation in learning English, the teacher

role as motivator is needed. Based on Chiew Fen Ng and Poh Kiat Ng (2015: 25),

the teacher roles in English teaching and learning activity are as initiator, facilitator,

ideal model of the target language speaker, mentor, consultant, and mental supporter

and motivator. According to the statement before, one of teacher roles and

responsibilities is as a motivator. It means that the teacher has to motivate the

students in English learning and teaching process.

Moreover, according to Lawrence and Hanitha (2017: 89), the teachers are the

key actors who create the learning environment and whose main duties include

motivating the students to learn. In addition, the teacher can encourage student

motivation by providing support infrastructure and learning environment that brings

to the successful learning activity (Barker, 2013: 11). So, it can be known that

encouraging student motivation is the teacher’s task. It is for leading the students to

get success in English learning activity.

According to Carreira in Tae-Young Kim and Yoon-Kyoung Kim (2014:

122), students’ motivation in learning English start to decrease from the 3rd grade of

elementary school. From the statement before, the teacher role as motivator is

needed here to keep students’ motivation, to prevent students’ demotivation, even

to enhance students’ motivation in learning English. As a motivator, the teacher

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needs motivational strategy to motivate students for learning, especially in learning

English.

According to Dornyei (2001: 28), motivational strategies are techniques that

promote the individual’s goal-related behavior. Furthermore, motivational strategies

also refer to all teaching strategies that was purposed to encourage the students to

learn (Hornstra et al., 2015: 364) . Therefore, it can be known that motivational

strategy in English learning is the action or technique for enhancing students’

motivation to learn based on the learning goal.

Indeed, there have been a few studies about teachers’ motivational strategies

and the students’ responses toward those strategies. Yet, every teacher has different

strategies to motivate the students. Here the researcher will show several previous

studies that focused on motivational strategy.

For the first example, it was “The Libyan EFL Teachers’ Role in Developing

Students’ Motivation”, that was written by Alhodiry A. A. in 2016 from University

of Sebha. Then the next previous study was “A Qualitative Study on the Best

Motivational Teaching Strategies in the Context of Oman: Perspectives of EFL

Teachers”, that was written by Abdullah et al, in 2019 from Buraimi Univeristy

College. Here both of the study explained about teacher motivational strategy in

higher education context and focused on teachers’ perspective only. In addition,

there was a research from student of IAIN Surakata. The title was “The strategies of

Teacher in motivating the students in Learning English (A Study at the Tenth Grade

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Man 2 Boyolali in the Academic Year 2016/2017)” that was written by Wahyudi

M. in 2017. It was conducted in senior high school.

Therefore based on several previous studies above, the researcher had an

interest to conduct similar research but it was conducted in surrounding. The

researcher did not choose higher education or senior high school to conduct the

research. The researcher chose junior high school level especially in seventh grade

of junior high school.

Based on the formation of sensori-motor intelligence by Jean Piaget, seventh

grade students is categorized in the stage of formal operation (from 11-12 years

during adolescence), this is the last stage of Piaget’s intellectual stages. In this stage,

the subject becomes capable for reasoning in a hypothetico-deductive manner, yet

still on the basis of simple assumption (Piaget, 2003: 163). Furthermore, Shaffer

(2009: 63) also stated that formal operations may open the way to think about what

is possible in one’s life, to form a stable identity, to achieve richer understanding of

other people’s psychology perspectives and underlying causes of their behavior.

Therefore, the students start from in the seventh grade, they begin to be able for

considering and thinking about their manner, action, idea, identity, social and even

about their future.

However, the transition of development from each mental stage of children,

especially from adolescence to adulthood, is a critical moment that requires an

assistance (Priyambodo and Situmorang, 2017: 30). Therefore in the classroom

context, the teacher has to assist more the students for facing their transition period,

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here the role of teacher as students’ facilitator and motivator is needed. The teacher

can also associate by the students to build a closeness among them.

Then, based on researcher’s consideration, the researcher conducted

preliminary observation at SMP Muhammadiyah 5 Surakarta. The accreditation of

SMP Muhammadiyah 5 Surakarta is great, the accreditation score is A. This

preliminary observation was to know how the teacher’s ways in motivating students

to learn, especially in motivating the seventh grade students in globalization era.

Here, the researcher observed the English teacher and students of the seventh

grade. There are three types of the seventh grade class. They are A for special

program of female class, B class for special program of male class, C and D for

regular class. Here the researcher use participants from 7A, 7B, and 7C as a

representative of regular class. The researcher chose the seventh grade because this

grade is the first grade in junior high school. The students of the seventh grade were

still new or fresh in the environment of junior high school to learn English. Here the

seventh grade students experienced the transition period from primary school

students to secondary school students. Moreover different environments were also

giving influence to students’ motivation changing to learn.

Based on the researcher’s preliminary observation in the classroom, the

researcher found that the teacher could handle his class well. He could create the

classroom climate being enjoyable, for instance the teacher gave refreshment for the

students by watching movie, the movie dialogue and translation also used English.

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So the students could get the enjoyable time by watching movie and they also could

learn English by listening the dialogue and reading the translation.

Based on the pre interview with the teacher, the teacher stated that the reason

why he gave refreshing time to the students was for avoiding students’ boredom in

learning activity routine. Furthermore, the teacher realized that the boredom in

learning activity could impact on students’ spirit and motivation to learn. For

keeping students motivation to learn, the teacher also has tried for always keeping

touch with his students by keeping his good relationship with the students.

According to researcher’s pre observation, their good relationship was signed by the

students’ attitude toward their teacher such as the students gave their attention when

the teacher explain in front of the class, there were no strained situation among the

students and the teacher, and the teacher admonished the students smoothly when

the students had a mistake such as sleeping when learning and teaching activity was

conducted.

Moreover, in English learning and teaching activity, it could be known that

the teacher and students could conduct English teaching and learning activity well

though there were still several problems that should be faced by the teacher and the

students. Although there were several problems, the teacher stated that there were

no students in demotivation condition to learn English, yet the students’ motivation

to learn could be increase or decrease overtime. Therefore it could be challenge for

the teacher to always maintain students’ motivation in learning and teaching

English. As we know before that low or high students’ motivation will determine

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the students get success or failure in English learning. Therefore, it could be

concluded that making efforts to motivate the students to learn is crucial.

Furthermore, the teacher should consider what the best motivational strategy

that would be appropriate for all of seventh grade students. The consideration was

needed because based on researcher pre-observation, the students also had different

characteristics in learning English. Therefore the difference among the students

would be a challenge for the teacher to create appropriate motivational strategy.

In this research, the researcher did not only focus on how teacher’s

motivational strategy but also focused on how students response toward their teacher

motivational strategy. Here as a motivator, the teacher had a big responsibility to

motivate the students for getting success in English. Yet every teacher had different

motivational strategies for encouraging students’ motivation. Therefore, based on

the statements before, the researcher was interested in conducting a research entitled

“Exploring Teacher Motivational Strategy in English Learning and Teaching

Activity at SMP Muhammadiyah 5 Surakarta”.

B. Problem Identification

The researcher found some problems in students’ English learning and teaching

activity at SMP Muhammadiyah 5 Surakarta. The problems were such as:

1. Students’ characteristics were different when they learn English.

2. The teacher delivered material in enjoyable way such as using video, audio, or

game but sometimes it was not appropriate for certain students.

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3. Students’ motivation in learning English were fluctuating, it could increase or it

could decrease because of several certain factors.

4. The students had different background study

C. Problem Limitation

In this research, the researcher focused on the kind of teacher motivational

strategies that is applied by the seventh grade English teacher in SMP

Muhammadiyah 5 Surakarta, and how the students’ responses toward their teacher

motivational strategies. Here, the researcher only took one English teacher and three

classes of seventh grade in SMP Muhammadiyah 5 Surakarta as the subject of this

research, they are 14 from 14 students of 7 A (100%), 17 from 30 students of 7 B

(56%), 17 from 31 students of 7 C (54%). It can be noted that there were several

students from 7B and 7C in which they did not participate for this research for

personal reasons such as their readiness and internet access to participate in this

research.

D. Problem Statement

1. What kind of motivational strategies that the English teacher used for

encouraging students’ motivation in learning English?

2. How are the students’ responses toward their English teacher’s motivational

strategies for encouraging their motivation in learning English?

E. Objectives of the Study

1. To describe the kind of the English teacher’s motivational strategies for

encouraging students’ motivation in learning English.

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2. To describe students’ responses toward their teacher motivational strategies for

encouraging their motivation in learning English.

F. Benefit of the Study

The benefit of this research are expected to give benefit theoretically and

practically.

1. Theoretically

a. The result of this research can be used as a reference for further research.

b. The result of the research can add an information and a knowledge to the

readers about motivational strategy.

2. Practically

a. Students

The researcher hopes the information from this research can motivate the

students in learning English.

b. Teacher

The researcher expects that the information from this research can give a

good input to the teacher for designing English teaching and learning activity

for the students.

c. Other researchers

The result of the research can be a reference for further research with similar

problem.

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G. Definition of Key Terms

1. Teacher

Teacher is defined by someone whose job is to teach in a school or college

(Cambridge Dictionary)

2. Motivation

Based on Oxford Advanced Learner’s Dictionary, Motivation is the reason why

somebody does something or behaves in a particular way.

3. Motivational strategy

Motivational strategies are techniques that promote the individual’s goal-related

behavior (Dornyei, 2001: 28)

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CHAPTER II

THEORETICAL REVIEW

A. Theoretical Description

1. Students’ Motivation

a. Definition of Motivation

Motivation is one of significant aspects in Education context.

Motivation is the reason why somebody does something or behaves in a

particular way (www.oxfordlearnersdictionaries.com). According to Keller

(2010: 4-5) motivation refers to what people desire, what people choose to do,

what people commit to do, what the goals that people choose and how to

pursue those goals, in other words it explains about the direction and

magnitude of behavior. In addition, Motivation is also a condition in a person

that drives him or her to act for doing an activity in achieving his or her goals

(Basleman and Mappa, 2011: 34).

In learning context, motivation is as the driving force in students’ self

to carry out learning activities and ensure the continuity of those learning

activities (Rohmah, 2015: 241). Moreover, Brophy (2008: 4), student’s

motivation is grounded on their subjective experiences that those connected

to their willingness to engage in learning activities and their reason to do so.

Based on the statements before, it can be concluded that motivation is needed

for the continuity of the students’ learning activity especially in the activity of

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English teaching and learning. Furthermore, motivation will give influence to

the students’ desire for studying and doing English learning activity till the

students can achieve the learning goal and objective of English learning.

b. Types of Motivation

There are three broad types of motivation that are well known as intrinsic

motivation, extrinsic motivation and amotivation.

1) Intrinsic Motivation

According to Dornyei and Ushioda (2013: 23), intrinsic motivation

is related with behavior that is performed for its own sake to experience

satisfaction and pleasure, such as a joy of doing activity or satisfying

one’s curiosity. Student’s intrinsic motivation can be defined as

motivation for doing learning activity because of particular goals to get

knowledge, value and skill (Saefullah, 2012: 296). In addition, student’s

intrinsic motivation deals also with student’s actions or efforts to learn

language because of the desire and satisfaction for experiencing the

language learning activity (Fen Ng & Kiat Ng, 2015: 24).

From several statements above, it can be known that student’s

intrinsic motivation is the motivation that is related to students’ behavior

in learning activity because of their desire and satisfaction to get

knowledge, value and skill from learning activity. In the term of intrinsic

motivation, students’ effort and behavior in learning activity is for their

own sake to get the knowledge, it is related to students’ interest and

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curiosity. Therefore, for encouraging students’ intrinsic motivation, the

teacher needs to create an enjoyment in the activities of language learning

and increase students’ curiosity about the learning material.

2) Extrinsic Motivation

Extrinsic motivation is related to the behavior to get separable end

such as receiving reward or avoiding punishment (Dornyei and Ushioda,

2013: 23). Furthermore, extrinsic motivation also arises from

environmental incentive and consequence such as praise, attention,

privilege, extra credit points, and public recognition (Reeve, 2009: 114).

Therefore, the students are extrinsically motivated when they are doing

the learning activity only for the sake of reward that are not directly

correlated with the learning itself (Fen Ng & Kiat Ng, 2015: 24). In other

words, extrinsically motivated students tend to finish a learning

assignments because they believe that by participating actively in the

assignments, they will get desirable outcomes such as a good score,

teacher’s praise, and avoidance of punishment (Miltiadou and Savanye in

Othman et al, 2018: 381).

In the term of extrinsic motivation, it can be concluded that this type

of motivations is exist because of outside factor of student’s self, such as

from teacher, parent, and society. However, in teaching and learning

context, teacher’s reward and punishment are usually discussed by

several experts in the term of extrinsic motivation. In the case of the

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reward or punishment from the teacher, the students tend to do several

learning activities such as finishing the assignments only for getting

desirable outcomes from the teacher. So in the learning context, it is also

well known as motivation that happens because of the carrot and stick.

3) Amotivation

According to Dornyei and Ushioda (2013: 23), amotivation refers to

the lack of motivation either intrinsically or extrinsically. In addition,

amotivation is related to student’s behavior in which the student cannot

see the existence of motivation, specifically the students cannot relate

between his or her learning activity and the result that should be obtained

from that activity (Othman et al, 2018: 381).

Then, it can be known that amotivation happens because of the lack

of intrinsic and extrinsic motivation. In this case, the students cannot

relate between what they learn and what they get from the learning

process. Therefore the teacher is really needed when there is amotivation

condition that happens to the students. It is because, when there is no

motivation, the students will get some difficulties for following the

activities of learning, especially in learning English.

In this research, the researcher only focused on intrinsic and extrinsic

motivation. It was because there was no students in amotivation condition

for learning English. Its statement was from the teacher’s statement in

15

pre-interview with the researcher before. Therefore, the researcher only

applied intrinsic and extrinsic motivation in this research.

c. Influencing Factors of Motivation

There are several factors that give influences to students’ motivation.

According to Walczac (2015: 263), some factors that affect students’

motivation are students’ interest, needs, background, previous educational

experience, their teacher and, curiosity and challenge at different stages of

learning process. Furthermore, William and Burden in Solak (2012: 243)

categorized specifically the influencing factors of motivation to be internal

and external factors. Both of factors are discussed, as follow:

1) Internal factor

a) The intrinsic interest of activity

Students’ intrinsic interests are such as curiosity and optimal degree

of challenge, the challenge here can be provided by the teacher.

b) The perceived value of activity

The perceived value of activity means that students get a relevance

between learning activity and outcome, they know about anticipated

value of outcome, and they understand about the intrinsic value of

learning activity.

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c) The sense of agency

The sense of agency means that the students have a sense for

detecting locus of causality and locus of control from process and

outcome. It is also part of students’ abilities to decide a right goals.

d) The student’s mastery

Here the student’s mastery consists of student’s competence, an

awareness of improving skills and student’s self- efficacy.

e) Student’s self-concepts

Student’s self-concept consist of student’s realistic awareness of his

or her strength and weakness in skills, self-worth concern and

student’s learned helplessness.

f) Student’s attitudes

Student’s attitude here refers to his or her attitude to language

learning in general, to the target language, and to the target language

community and culture.

g) Other influencing states

Other influencing states are such as students’ fear, anxiety and

confidence in language learning activity

h) Student’s developmental age and stage

In every individual developmental age and stage, there are several

changes of individual’s physic, mental, logic and preference

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i) Gender

Student’s gender is also one of affected factors of student’s

motivation

2) External factor

a) The significant people

Student’s significant people mean student’s parent, peers, and

teacher.

b) The nature of interaction with the significant people

It means that the significant people give several things that will give

influences to student such as reward, praise, feedback, sanction and

punishment.

c) The learning environment

Learning environment includes learning time, class size, school

facility, school characteristic, school comfort, resources, and

d) The broader context

The broader contexts are such as family network, system of local and

national education, social expectation and cultural norms.

Based on the explanation of some influencing factors above, it can be

known that students’ motivation to learn is affected by some factors. The

factors are divided into two parts. The first is from students self-condition

such as students’ desire, interest, and curiosity, ability and mastery. Then,

18

the second is from student environment such as family condition, teachers,

peers, class and school condition, education system, culture and society.

2. Teacher Motivational Strategy

In the term of motivation in the learning activities, the teacher is someone

who has important role to encourage the student motivation. As it has already

known that motivation is one of determinant keys of students’ success or failure.

Therefore the teacher has to know the strategies or ways to keep and enhance

students’ motivation especially in English learning and teaching activity.

However every teacher has various and different ways for motivating his or

her students. Furthermore, every student is also different in the way that he or

she can be motivated. According to Anderman Eric and Anderman Lynley (2014:

4), it should be noted that some instructional practices from the teacher may have

different effect among the students, some students can be positively motivated

by certain type of instructional practice but sometimes the others cannot be

motivated with the same type. Therefore, in designing the ways or the strategy to

motivate the students, the teacher has to take several considerations that relates

to students’ condition. Those teacher’s strategies or ways to motivate the students

are well known by teacher motivational strategies. Here the researcher will

discuss and explain about that term.

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a. Definition of Motivational Strategy

According to Dornyei (2001: 28), Motivational strategies are techniques

that promote goal-related behavior of individual. It relates to motivational

influence that consciously is for getting and enduring positive effect.

Motivational strategies are also instructor actions for enhancing person’s

motivation to learn by stimulating or creating motivational condition for the

learner (Wlodkowski in Nugroho and Madya, 2015: 83). Then, based on the

explanation before, it can be known that motivational strategies in learning

and teaching activity context is teacher’s strategies, techniques and actions for

enhancing the students’ motivation in learning process by creating

motivational condition for students, till the students have a change of behavior

and get a positive effect.

b. The Purpose of Motivational Strategy

According to Hornstra et al (2015: 364), motivational strategies refers to

all teaching strategies that was purposed to encourage the students to learn.

Furthermore, Dornyei and Usioda (2010: 103), the purposes of motivatioanal

strategy as follow:

1) Motivational strategy is consciously to generate students’ motivation

2) It is for enhancing students’ motivation

3) It is for maintaining ongoing students’ motivated behavior

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4) It is for protecting students’ motivation from the tendencies of distracting

and competing action

Based on the explanation above, it can concluded that the purpose of

motivational strategy is for generating, encouraging, and enhancing the

students’ motivation in language learning. It is also for maintaining and

protecting the students’ motivation from the distractions that can make the

students to be demotivated.

c. The Themes of Motivational Strategy

Dornyei (2001: 28) explained that various ways in promoting language

learning can be separated into themes, as follow:

1) Focus on the internal structure of the type of language class for example:

the ways in delivering material and giving feedback, task or homework.

2) Design a trouble-shooting guide and its solution for facing classroom

problem, such as how dealing with students lethargy and lack of

participation in learning activity.

3) Focus on key of motivational concept such as student’s intrinsic interest,

self- confidence or student autonomy.

4) Centre the discussion on the main type of teacher’s behavior that can give

motivational effect, for example: showing a good modelling of behavior to

the students, doing communication and rapport with the students, and

raising the consciousness of self-regulated strategies.

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Based on the concept of the themes above, it is known that in applying

motivational strategies, the teacher has to consider the type of class. He or she

has to make list of guideline for handling the problems in the classroom. The

teacher should also focus on student’s motivational concept. The last, the

teacher has to notice to the teacher own behavior in motivating the students.

d. Several Concepts of Teacher Motivational Strategies

1) Motivational Strategies by Zoltan Dornyei

Dornyei (2001: 29), made the components of motivational teaching

practice in the L2 classroom. This concept is well known as motivational

teaching practice (MTP). The key unit components of MTP was based on

the motivational process from the initial arousal motivation to the

completation and evaluation of action that its disicision is from selecting

the themes and building the material surround it (Dornyei and Ushioda,

2010: 107). The first aspect is creating the basic motivational condition.

The second is generating initial motivation. The third is maintaining and

protecting motivation. Then, the last is encouraging retrospective self-

evaluation. However, it should be noted that not every strategy works in

every context. The display of the components will be presented by using

figure below.

22

Figure 1. The components of motivational teaching practice (MTP) in

language classroom.

23

Here the researcher will discuss every aspect in motivational teaching

practice based on Dornyei’s theory as follow:

a) Creating Basic Motivational Condition (Dornyei, 2001: 31-49)

The teacher should create basic motivational condition first,

because motivational strategies cannot be applied successfully in

vacuum condition of motivation. There are three conditions that is

needed to generate students’ motivation effectively, as follow:

(1) Appropriate teacher’s behaviors and good relationship with the

students.

Every teacher’s action in the classroom has motivational

influence to the students. There are four general points of

appropriate behavior of the teacher. They are enthusiasm,

commitment and expectation for students’ learning, and

relationship with students and students’ parents. More specifically,

to develop personal relationship with the students, the teachers

have to show that they accept and care, listen and pay attention, and

show their mental and physical availability toward the students.

(2) Pleasant and supportive atmosphere in the classroom

A pleasant and supportive atmosphere in the classroom can be

achieved by establishing the norm of tolerance, encouraging risk-

taking and having several mistakes to be accepted as a natural part

of learning, giving humor, and encouraging the students to create

24

the classroom environment according to their taste. Moreover, the

ideal classroom atmosphere is when there is no tension, there are no

sarcasms or put-downs, there is mutual respect among students and

teacher, and there is no someone who feels insecure or anxious.

(3) A cohesive learner group with appropriate group norms

Cohesive learner group means that there is a strong feeling of

togetherness in that group. Cohesiveness also refers as students’

commitment to the group and to each other. There are interaction,

cooperation, and sharing among the students. While appropriate

group norm is the rules that determine what students do and students

cannot do. It is based on the agreement between the students and

the teacher.

b) Generating Initial Motivation (Dornyei, 2001: 50-70)

After creating basic motivational condition, motivation in students

will not happen automatically, the teacher needs to try and generate

actively students’ positive attitude toward learning. The teacher can try

and generate students’ initial motivation by:

(1) Enhancing the learners’ language-related values and attitude

Here, Dornyei distinguished three relatively separate value

dimensions of attitudes and values that could be promoted by the

teacher. The dimensions relate to intrinsic value (it relates to the

actual process of English learning), integrative value (it relates to

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socio cultural views of English language itself and its speaker) and

instrumental value (it relates to the consequences and benefit from

learning English).

(2) Increasing the students’ expectancy of success in particular task and

in English learning in general.

In this point, the teacher should make sure that the students

know what success involves in students’ task. The teacher should

also ensure that the students have enough preparation and assistance

in learning activity. Moreover the teacher has to ensure that there is

no serious obstacle for students to get success whether in learning

activity or in students’ task.

(3) Increasing the learner goal-orientedness

For increasing the goal orientedness of the English learning to

the students, the teacher can create explicit class goals that are

accepted by the students, for example: mastering the course content.

The teacher can also ask the students to negotiate their individual

goals in learning English. Then the teacher and students can

conclude the common purpose that want to be attained.

(4) Making the teaching materials relevant for the learners

For making the teaching materials to be relevant, the teacher

needs to find out the students’ interests, needs and goals. The

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teacher can also create the subject matter relevant with the students’

background and students’ everyday experiences.

(5) Creating realistic learner belief

In the case of learner belief, sometimes the teacher will face the

students’ erroneous belief, assumption, and expectation in learning

English such as in the case of the students’ quickness in

communicating by using English. Here the teacher should increase

students’ awareness that there are some different ways to learn

language and there are various influencing factors in the success of

the language learning.

c) Maintaining and Protecting Motivation (Dornyei, 2001: 71-116)

After getting initial motivation, the teacher has to keep students’

motivation. Because, the students is naturally having tendency to lose

their sight of goal, to get tired or bored in learning activity, and to have

distractions for their initial motivation. Therefore, students’ motivation

needs to be protected and maintained. There are several motivational

maintenances. They are also well known as executive motivational

strategies.

There are eight executive motivational areas, as follow:

(1) Making learning stimulating and enjoyable

Here, the teacher has to break the monotonous events in the

classroom. The teacher can vary the learning task and other learning

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activities. The teacher does not only give the information but also

the motivation during learning process. The teacher can create the

attractive and challenging task for the students. Then the teacher

enlist the students who participate actively in doing the task.

(2) Presenting task in motivating way

For presenting task in motivating way, the teacher should

explain the purpose and utility of the task. Then the teacher should

also provide appropriate strategies for students to carry the task. So

it can make the students easily for understanding and doing the task.

(3) Setting specific learner goals

Here, the teacher can encourage the students to select specific

and short-term goals for themselves. The teacher can emphasis the

goal completion deadlines and offer ongoing feedback. The teacher

can also use contract method to keep their goal commitment in

learning English. In addition the teacher can give reward to the

students who can achieve the goal.

(4) Protecting the learner self-esteem and increasing their self-

confidence

To protect learner self-confidence, the teacher can encourage

the learners by showing what the learners’ strength and abilities.

The teacher can also show that the teacher believes in the learners’

effort to learn and their capability to finish the task. Then to protect

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the learners’ self-esteem and self-confidence, the teacher should

avoid social comparison among the learners. The teacher can also

help the learners to diminish language anxiety by helping them to

accept that several mistakes that were made by them is part of

learning process. Therefore, there are two key aspect in confidence

building, they are providing encouragement and reducing language

anxiety. Here the teacher should realize that in the language

classroom, an inherently face-threatening environment carries the

danger of making mistake even in stating a simple sentence

(Dornyei, 2014: 526).

(5) Allowing students to maintain a positive social image

To maintain a positive social image of the students, the teacher

can select the learning activities that contain the good roles for the

participants. The teacher should also avoid face-threatening acts to

the students such as humiliating criticism in front of the class.

(6) Creating learner autonomy

For promoting learner autonomy, the teacher can allow the

students to choose every aspect of the learning process as many as

possible. The teacher can also allow the students to contribute in

peer teaching and allow them to use self-assessment procedure.

Here the teacher can act as a facilitator.

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(7) Promoting self-motivating strategies

There are five main classes in self-motivating strategies. The

first is commitment control strategies that relate to the learners’ goal

commitment. The second is metacognitive control strategies that

relate to the learners’ control to concentrate and stop

procrastination. The third is satiation control strategies, this relates

to routine tasks. The learners can make self-rewards when they have

satiation to the tasks.

Then, the fourth is emotion control strategies that relate to

emotional state or mood. Here the learners should control their

feelings and moods by being optimistic and positive. The fifth is

environmental control strategies that concern in eliminating

negative environmental influences. To promote self-motivating

strategies, the teacher can encourage them to adopt, develop and

apply those self-motivating strategies.

(8) Promoting cooperation among the learners

For promoting cooperation, the teacher can create a group task

for the students and ask them to work together. The teacher can also

provide social training for students. So, they can learn how the best

way to work in a group.

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d) Encouraging Retrospective Self-Evaluation (Dornyei, 2001: 117-130)

In this part, it is for knowing students’ self-evaluation. Then, how

the teacher can help the students to consider their own achievement.

Here the teacher helps the students to evaluate their past performance in

a positive way and explain their past failure in constructive way. The

teacher also shows their success and progress in English learning. For

conducting this section, the teacher can do several ways, as follow:

(1) Promoting Motivational attribution

The term of attribution here means the explanation why the

people get success and failure. The teacher here can encourage the

learners to explain their failure reason. The teacher can also give

appropriate strategies to the learners according to their failure

reason.

(2) Providing motivational feedback

For providing motivational feedback, the teacher should notice

and react for every positive contribution from the students. The

teacher can provide regular feedback to students’ progress in

learning. The teacher can also give feedback in areas that the

students particularly concentrate on.

(3) Increasing learner satisfaction

To increase the learner satisfaction, the teacher can monitor the

learners’ progress and achievement. The teacher can also give

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celebration for the learners’ progress and achievement. Here, the

teacher can make several tasks that involve public display to

increase the learner satisfaction when they can complete the task

well.

(4) Offering reward and grade in a motivation manner

For offering reward in motivation manner, the teacher should

make sure that the students do not get too preoccupied toward the

reward. The teacher needs to make sure that even non-material

reward can give effect also. The teacher can offer reward for the

learners’ participation because they can offer new experiences and

consistent success.

While, for using grade in a motivation manner, the teacher

should create a transparent system of an assessment. The teacher

can also apply continues assessment that relies on measurement

tools than pencil and paper test. The teacher should provide various

self-evaluation tools to accurate students’ self-assessment.

Furthermore, the teacher needs to make sure that the grade can

reflect students’ effort and improvement.

2) Motivational Strategies by Eric M. Anderman and Lynley M. Anderman

According to Anderman Eric and Anderman Lynley (2014), for

motivating the students, the teachers have to develop their motivational skill,

as follow:

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a) Choosing academic task for the students (Anderman Eric and Anderman

Lynley, 2014: 28)

For choosing task, Anderman Eric and Anderman Lynley suggested the

teacher as follow:

(1) Choose the tasks that are developmentally appropriate for the students

(neither too complex nor too simple)

(2) Set up the task on students’ personal interest, find out what the types

of students’ interests then incorporate those into lesson plan.

(3) Choose the task that will allow the students feeling successful on that

task.

(4) When the students complete the task, give them encouragement. Try

to not compare students’ progress on task each other.

b) Using rewards effectively (Anderman Eric and Anderman Lynley, 2014:

57)

For using reward, Anderman Eric and Anderman Lynley recommended

several ways, as follow:

(1) Give reward only for activities that the students are not doing those

activities before.

(2) Create reward that will be available for all of the students.

(3) Give reward to students’ effort and improvement.

(4) The reward must be informational, the students should know the

reason why they get the reward.

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(5) The reward should not be perceived as controlling. When the reward

is perceived as controlling students’ behavior, the student intrinsic

motivation will be decrease.

(6) Consider whether the reward will be showed privately or publicly.

(7) Use praise effectively

(8) Consider whether the reward is rightly the reward, because reward

should be age and grade appropriate.

c) Evaluating student progress (Anderman Eric and Anderman Lynley, 2014:

63-65)

Anderman Eric and Anderman Lynley stated that the types of

assessment used in each classroom influence to students’ motivation in

different ways, some students can be highly motivated when seeing the test

as a challenge but the others can be intimidated by exam. Therefore

assessment can give positive effect or negative effect to the students’

motivation, so it needs teacher consideration in choosing and creating the

type of assessment. The types of assessments in general are formal

assessment (such as examination and standardized examination) and

informal assessment (by assessing students’ daily experience such as

conversation, classwork and group activities).

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d) Grouping students for instruction (Anderman Eric and Anderman Lynley,

2014: 101)

The aims in grouping students is to build cooperative learning among

students. In designing cooperative learning groups as motivational

technique, the teacher should consider several aspect as follow:

(1) In the use of cooperative learning groups, the teacher needs specific

goals and outcome.

(2) The teacher needs to examine the type of cooperative group structure.

What is the most appropriate for the learning material and the students

(3) The teacher must explain the procedure for how the group will operate.

(4) The teacher should monitor the students when they work as a group

(5) The teacher should evaluate the effectiveness of students’ learning

groups.

e) Working with parents (Anderman Eric and Anderman Lynley, 2014: 122)..

Parents can influence students’ motivation to learn. So, the teacher

needs to cooperate with the parents in encouraging students to learn. To

work with parents, the teacher can make a contact with the parents. The

teacher can initiate it first to encourage the parents to be more involved in

educational activities. Then the teacher and the parents can work as a

partner that the line of communication should be open, respectful and

bidirectional.

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3) Motivational Strategies by Sardiman

According to Sardiman in Saefullah (2012: 294-295), there are several

strategies to encourage student learning motivation in school area, as follow:

a) Giving score

Scores as a symbol of learning outcome can give strong motivation to

students. Because it can arouse the desire of students to improve their

grades either on test scores or on report scores.

b) Reward

Reward can motivate the students to learn. However, it is only interesting

to students who have interest or talent in work that is given reward.

c) Competition

Competition can be one of ways to motivate students in learning activity

either in individual competition or group competition.

d) Ego-involvement

Ego-involvement means efforts to maintain self-esteem. Ego-involvement

can emerge students’ awareness to consider assignments as an important

things and to make assignments as a challenge.

e) Giving exam

Usually the students is very diligent to learn, if they want to face an exam.

f) Knowing the result

By knowing the working result, especially if there is progress in students’

result, they will learn diligently. In addition, by knowing the students will

36

be motivated to keep learning. Here, the students hope that their result will

increase.

g) Praise

Praise is one of positive reinforcements for students. It also can motivate

students to learn more.

h) Punishment

Punishment is one of negative reinforcements. But it can motivate the

students if the teacher gives it in the right ways.

i) Desire to learn

If there is desire, so it means that there is an intentional element in student

self to learn.

j) Interest

The learning process will run smoothly if it is accompanied by interest.

Interest can be one of supporting aspects to motivation also

k) Recognized goals

The goals that are recognized and accepted by students will be a

motivational tool. By understanding these goals, the students will have an

effort for achieving those goals. So they will make students diligent to

learn.

4) Motivational strategy by Barbara Gross Davis

Here, the teacher motivational strategies purposed to encourage the

students for becoming self-motivated learners (Davis, 2009: 278). The reason

37

was because not all students can be motivated by the same values, needs,

desire or wants.

The strategies by Davis (2009: 278) are as follow:

a) Support student belief by giving frequent, early and positive feedback that

stressed if the students can do well

b) Ensure opportunities for students’ meaningful success by assigning the task

in which it is neither too easy and fail to challenge the students nor it is too

difficult and overwhelm for the students. .

c) Communicate personal interest with the students. It can be able by calling

their names, initiating conversation before or after class, asking question

during class, and referring to “our” class

d) Use teaching strategy that can involve and engage the students actively

e) Help students to find personal meaning and value in material

f) Make a classroom environment that can accept every students’ success,

stumble, or failure in learning

g) Help students to feel that they are worth members of a community of

responsible learners

Based on the explanation above, there are several concepts of teacher’s

motivational strategy. Then, it can be concluded that for motivating the students,

the teacher can build a closeness with the students to initiate students’ motivation,

the teacher can encourage students’ desire and interest to learn. She or he can

38

create a learning goal that is accepted, recognized and understood by the students.

Moreover the teacher can make the students to learn individually or by group that

can create a good competition and cooperation among the students.

Furthermore, the teacher can give scores after giving an assignment or

exam to students. By knowing the result, ego-involvement of students’ self-

esteem will increase. So they will have a passion to learn more to get a good

achievement. In learning activity, the teacher can give reinforcements to students

either by using reward, praise or punishment. The teacher also can cooperate with

the parents to encourage students to learn.

After discussing four concepts of motivational strategies from five experts

(Zoltan Dornyei, Anderman Eric and Anderman Lynley, Sardirman, and Barbara

Gross Davis) above, the researcher decided to use MTP concepst by Dornyei as

a main theory of motivational strategy. Then the other concepts will be supported

theory.

3. English Learning and Teaching in Junior High School

a. English Learning

According to Mansfield and Poppy (2012: 159-160), English is a vital

commodity in a globalized world, so the function of English as a lingua franca

for communication needs to be rethought in the English teaching as a foreign

language. In addition, there is a global competition in every sector that also

pushes people for learning English. It is because English is useful for

39

communicating and linking with people all over the world (Khansir, 2014:

838).

Meanwhile, learning is the process or activity for transferring and

developing knowledge and values by using directed, planned, and systematic

way to achieve the objectives (Mujahidin, 2017: 39). In addition, according to

Hintzman in Rohmah (2015: 174), Learning is a change that occurs in an

organism, it is caused by experiences that can affect in the organism behavior.

However, in language learning, the purpose is usually for enabling someone

to take a part exchanges information such as talking with friends, reading

instruction, understanding direction, writing a note to colleague, etc.

(Scrivener, 2011: 29)

It can be concluded that in language learning, its purpose is for making

someone possible to exchange information by the others. Then, by learning

English, the students will also enable to talk and communicate with their

friends, teacher, even with people around the world because English in

international language. Furthermore, in language learning, there were some

theories also.

1) Theories of language learning

According to Richard (2015: 32-48), there were several theories of

language learning in which they had been used in different ways in teaching

the language, as follow:

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a) Behaviorism

Behaviorism was theory that stated human and animal behavior

should and can be learned in physical process, without reference to the

mind. Here, learning was habbit formation through reinforcement and

repetition. Consequently, language was taught by using extensive

drilling and repetition excercises. Language was also thaught by making

activities that minimized the chances of making errors.

b) Language learning as a cognitive process

In the perspective of language learning as a cognitive process,

learning was comprehended as mental activities in which the learner

was a lone explorer. He or she was building up his or her understanding

of language exposure and experience of it. This view reflected in the

properties of the mind: the cognition was mental activities that

facilitated the acquisition, storage, retrieval and use of knowledge

(Pritchard in Richard, 2015: 34)

c) Language learning as a skill-based and performance-based learning

Skills was the integrated sets of behavior that was learned through

practice. Then, skill based learning theory stated that complex behaviors

were made up from the hierarchy of skills, from lower level skill (eg.

Reading a text) to higher level skill (eg. Regognizing the author’s

attitude toward the topic of the text). Meanwhile, performance was an

act that someone developed his or her ability to use the language in

41

social activity. Therefore, performance based learning was learning the

language for real-world use not only an abstract system in mind. This

theory focused on language that was for achieving social goals and

actions.

d) Language learning as an interactive process

This theory was based on interactional theory. The view was

communication could be archived between the second language learner

and more proficient language user if the proficient user could modify

the difficulty of language that he or she used. Therefore, in

communicating with the learner that had limited proficiency, the

speaker (proficient user) tended to use known vocabulary, speak slowly,

use simple grammar, stress the key words, adjust the topic, avoid idiom,

etc.

e) Language learning as a social process

This theory was based on sociocultural theory. Sociocultural

theory viewed language learning as a social process in which meaning

and understanding was built by dialogue between learner and more

knowledgeable person. In sociocultural, learning took place in

particular social setting in which there were interactions among people,

object, and culturally organized acticity and event. Furthermore,

learning was the process of guided participation. It was also mediated

by more knowledable people.

42

From the theories above, it can be concluded that there were five

theories of language learning. First, in behaviorism, learning was

physical process without reference to mind. Consequently, language

was taught by using extensive drilling and repetition excercises. Second,

language learning as a cognitive process, learning was mental activities.

Its view reflected in the properties of the mind.

Then, language learning as skill and performance based learning.

In skill based learning theory, complex behaviors were made up from

the hierarchy of skills. Meanwhile, in performance based theory,

learning was learning the language for real-world use for achieving

social goal and action. Fourth, language learning as interactive process,

its view was communication could be attained between the learner and

the proficient speaker if the speaker could modify the difficulty of

language. The last, language learning as social process, its view was

based on sociocultural theory in which learning took place in particular

social setting. After discussing the theories, in experiencing language

learning, there were also some ways for the students to experience it.

2) The ways of student’s experience in language learning

According to Davison and Dowson (2005: 167), in the English classroom

the students experience the language in three different ways, as follow:

43

a) Learning through language

It means that the students will learn by listening the teacher and other,

they will learn by reading written or media text, they will develop and

explore their ideas in speech and writing.

b) Learning to use language

It means that the students learn English by practicing in a variety of

different ways. They practice English speaking, reading, writing, and

listening for many different purposes and contexts.

c) Learning about language

For example, Pre- school children already know about language at an

implicit level such as vocabulary and grammar. At primary school, the

students will have received a good deal of explicit language teaching. Then

the task of English teacher in secondary school is for building the existing

of student’s implicit and explicit knowledge and for helping them to reflect

on language use in order to develop the confidence and subtlety of their

own use of language.

From the explanation above, it can be known that there were three

ways to experience language learning. The first way was learning through

language. The second was learning to use the language. Then, the last was

learning about the language. These ways of experiencing language learning

were from Davison and Dowson theory in 2005.

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b. English Teaching Methods

According to Richard (2005: 60), in teaching English, there were some

teaching methods as follow:

1) Grammar translation

Grammar translation was teaching method in which it focused on

detailed analysis of English grammar, it was in translating sentences or

texts from the mother tongue to the target language. In addition, grammar

translation method was primarly for reading and writing skill. It was

seldom to use this method for speaking skill.

2) The direct method

Direct method was oral based method. This method viewed that the

meaning of new language item could be taught directly through careful

presentation and without translation. In the use of direct method, the use

of mother tongue and translation should be ignored. It was for building up

oral communication skill.

3) Audiolingualism

Audiolingualism was from the belief that language learning must be

based on the spoken language through the medium of audio input and

spoken output. Furthermore, the language teaching focused on language

basic structure through the process of drilling and repetition.

45

4) Communicative language teching (CLT)

CLT was teaching method based on interactive and learner-cetered

philosophies of learning for supporting its teaching. In CLT, rigid

methodologies of audiolingualism and situational language teaching were

deleted. Furthermore, CLT focused on learner-focused materials and

activities which took authentic or semi authentic text, role play, and other

communicative classroom activities.

Based on the explanation above, according to Richard (2005), there were

four teaching methods. In which, grammar translation focused in translating

texts or sentences from the mother tongue to the target language. Then, direct

method focused on oral communication skill and ignored by using translation.

Next, audiolingualism focused on the process of drilling and reppetion of the

language. Last, CLT focused on interactive and learner center for the teaching

materials and activities. Furthermore, after discussing the teaching method,

the teacher had also several roles in the English classroom

c. The Role of Teacher in English Learning and Teaching

Teacher is a professional educator, his or her major duties are for

educating, teaching, guiding, directing, training, assessing, and evaluating

learners in the early childhood formal education, primary education, and

secondary education (Government Regulation of the Republic of Indonesia

No.19 in 2017). According to Chiew Fen Ng and Poh Kiat Ng (2015: 25), the

46

teacher role in English teaching and learning activity are as initiator,

facilitator, ideal model of the target language speaker, mentor, consultant, and

mental supporter and motivator.

Then it can be concluded that the teacher is as key actor in learning and

teaching activity, especially for English learning as foreign language. The

teacher is someone who can shape the flow of learning activity and its

atmosphere for students. Therefore the teacher has a prominent role in the

classroom. The roles of teacher are to teach, educate, initiate, guide, facilitate,

motivate and evaluate the students in the learning and teaching activities.

However, in conducting English learning and teaching activity, it is influenced

by some factors also.

d. Influencing Factors in English Teaching and Learning

According to Rohmah (2015: 194), there are four factors that give

influence to students’ learning process and outcome, as follow:

1) Environmental factor

The first is natural environment, natural environment here means about

the place where the students live. Then the second is social and culture

environment, it is about the human relations as a social beings.

2) Instrumental factor,

Instrumental factor is about the completeness of devices in various forms

to achieve goals which include curriculum, programs, teachers, and

facilities.

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3) Physiological condition

The condition is about students’ physical condition (body posture and

gender) and students’ five senses (touch, sight, hearing, smell and taste).

4) Psychological condition

Psychological condition is such as interest, talent, intelligence,

motivation, and cognitive ability.

Another factor that gives influence in learning and teaching English as

foreign language is a learning style. According to Richards (2001: 224),

learner’s learning styles can be important factor in the success of teaching

activity. Moreover, according to James E. Purpura (2014: 535), Learner’s

style might help determine the strategies for learner. Every student has his or

her each learning style, it relates to student’s character, motivation, affect, and

personality. There are three types of common learner’s styles according to

Purpura, as follow:

1) Based on Perceptual Preference

a) Auditory: student prefers learning by hearing

b) Visual: student prefers learning by seeing

c) Kinesthetic: students prefers learning by doing

2) Based on Personality Preference

a) Extroverted: student prefers to learn by looking outward (better working

with others)

48

b) Introverted: student prefers to learn by looking inward (better by

working alone)

3) Based on Processing preference

a) Global oriented: student prefers focusing on the main idea then the

details

b) Detailed oriented: student prefers focusing on the specific

c) Inductive: student prefers to start with example to create generalization

d) Deductive: student prefers to start with rules or theories ( better learning

the language rules before applying the language)

e) Synthetic: student prefers to bring the parts together so constructs new

idea

f) Analytic: student prefer to break information down into components

g) Field- Sensitive: student prefer to get information in context

h) Field- Insensitive: student prefers to get information in the abstract

rather than in concrete situation

From the explanation above, it can be known that there are several factors

that give influences to students’ English learning process and outcome. The

factors are environmental factor such as nature and society, instrumental

factor such as teacher and curriculum, student’s physiological condition, and

student’s psychological condition such as interest and motivation. Another

influencing factor in English learning process and outcome is the learner’s

style.

49

e. English subject in Indonesian Junior High School

Globalization creates English to be one of priorities subject in education.

However, as we know English is studied as foreign language in Indonesia.

English as foreign language means that English as taught to people whose

main language is not English and who live in country where English is not the

official or main language (dictionary.cambridge.org). Therefore in Indonesia,

English is learned as foreign language in which it means that teaching and

learning English in Indonesia only occurs mostly in classroom rather than in

daily communication (Sulistiyo, 2016: 396).

Furthermore, English is compulsory subject in Indonesian junior high

school. Based on education and culture minister regulation of the republic of

Indonesia No. 35 in 2018, English subject is included in A subject group. A

group is a curricular program that aiming at developing students’ attitude,

knowledge and skill competence and for reinforcing students’ capability in

social life, nation and state.

In Indonesian junior high school, the English teachers apply 2013

curriculum guideline. The 2013 curriculum has applied and decided by the

ministry of education and culture of Indonesia in the academic year 2013/

2014 for every education stage. This curriculum aims to prepare Indonesian

people in order to have the ability to live as a person and a citizen that they

are faithful, productive, creative, innovative, and affective and capable to

contribute to the life of society, nation, state and world civilization (Education

50

and Culture Minister Regulation of the Republic of Indonesia No. 35 in 2018).

Furthermore, learning process in the 2013 curriculum centers on student

activities, so the teacher is only a facilitator, motivator and evaluator in

teaching and learning activity (Wachidah et al, 2017: 24).

In addition, because this research participants was English teacher and

students of the seventh grade, the researcher will give a bit explanation about

English for seventh grade students. According to education and culture

minister regulation of the Republic of Indonesia no. 35 in 2018, English

subject for seventh grade receives four hours of study in a week. One hour of

study is for 40 minutes. Therefore there are twice of lesson meeting of English

subject in a week.

Then, according to Wachidah et al (2017: 9), there were eight chapters

of English subject for the seventh grade students. First, greetings, leave taking,

thanking, apologizing and those responses. Second, giving and asking

Information about Self, Third giving and asking information about time, day,

month, and year. Fourth, giving and asking information about the name and

quantity of animal, thing, and public building. Fifth, giving and asking

information about the characteristic of person, animal and thing. Sixth, giving

and asking information about the behavior/ action/ Function of person, animal

and thing. Seventh, giving and asking information about the description of

person, animal and thing. Last, giving and asking information about the

meaning of song lyrics

51

Based on the explanations above, it can be concluded that English

learning in Indonesian Junior high school is as compulsory subject, English

subject is also for developing students’ attitude, knowledge and skill

competence. The English teacher uses the 2013 curriculum guidelines for

conducting the English teaching and learning process that aims for creating

faithful, productive, creative, innovative, affective and capable students. Here

the teacher roles are only students’ facilitator, motivator and evaluator. Then,

for seventh grade students, English subject receives four hours of study in a

week and has eight chapters in a year of academic.

B. Previous Studies

Here, the researcher will show some previous studies that relate with this

research. The first study entitled “A Qualitative Study on the Best Motivational

Teaching Strategies in the Context of Oman: Perspectives of EFL Teachers”, this

research was written by Mohamad Yahya Abdullah, Hawa Mubarak Harib Al

Ghafri1 and Khadija Saleem Hamdan Al Yahyai in 2019 from Buraimi Univeristy

College, AL Buraimi, Sultanate of Oman. This study purposed to shed the lights on

the best motivational teaching strategies that promoted students to learn English and

lead to improve students’ language competencies based on teacher perspectives. It

highlighted on an expected challenges which was faced by teachers while applying

motivational teaching strategies. The findings showed that motivational teaching

strategy could not be used in any classroom without making a helpful environment

and an interactive, enjoyable and interesting environment such as playing games for

52

the example. However developing motivation was a difficult task for teacher

because every student was diverse, they learn differently.

The second previous study entitled “The Libyan EFL Teachers’ Role in

Developing Students’ Motivation”. This study was written by Areej Ali Alhodiry in

2016 from University of Sebha. This study aimed to find out what the roles of

Libyan EFL teachers that played to motivate first semester’s students in learning

English. The results showed that the Libyan EFL teachers used various strategies

for motivating their students. The study also showed that the students had a negative

attitude towards the learning situation and their learning motivation effected in a

negative way by the teacher behavior in the classroom. The teachers’ personality

and methods had a big effect in forming the learner’s motivation and attitudes

toward learning. However, when the student came to the classroom by low intrinsic

motivation, the teachers could motivate them extrinsically by teachers’ motivational

strategy according to their personal style

The third previous study entitled “The strategies of Teacher in motivating the

students in Learning English (A Study at the Tenth Grade Man 2 Boyolali in the

Academic Year 2016/2017)” that was written by Muhammad Wahyudi in 2017. The

researcher were from IAIN Surakarta. The purposes of the study were to describe

the English teacher’s strategies to increase students’ motivation and to describe the

students’ responses toward the English teacher strategies. In addition this study was

only focus on students’ extrinsic motivation point. The result showed that the

teacher used several strategies for motivating students such as giving praise, subtle

53

ridicule, giving suggestion, playing motivation videos and giving idol story. While,

for the students’ responses toward their teacher strategies when motivating them in

learning English were good.

The fourth previous study entitled “The Non-Native Students’ Motivation in

Learning English at STIE Perbanas Surabaya” that was written by Kartika M.

Budiana and Djuwari in 2018. The researchers were from STIE Perbanas Surabaya.

The aim of this study was to explore students’ motivation in learning English at

STIE Perbanas Surabaya. The result revealed that the students had both of two

motivation types, intrinsic and extrinsic in learning English. 78% of the students

agreed that they studied English because it was compulsory subject in STIE

Perbanas Surabaya. The factor that affected their motivation in learning English

such as local educational system, students’ attitudes to the target language, and

teacher factor.

The last previous study that used as a reference by the researcher was

“Motivation in English Language Learning: A Case Study of Afghanistan Students

in Malaysia”. This study was written by Noor Ahnis Othman, Mohammad Radzi

Manap, Nor Fazlin Mohd Ramli, and Aini Akmar Mohd Kassim from Universiti

Teknologi Mara, Malaysia in 2018. The study purposed for investigating the

intrinsic and extrinsic motivation among multidisciplinary postgraduate Afghan

students in learning English. The finding showed that the students relied on extrinsic

motivation than intrinsic motivation. Moreover teaching style and activities were

the major motivational factor of students in learning English as a foreign language.

54

From the previous studies above, there are some similarities and differences

with this research. The similarity of the first and second previous studies is about

teachers’ strategies to motivate the students. While the difference in on students’

level. Then both of previous studies were only considering to teachers view. The

first and second previous studies focus on students of university, however in this

research, the researcher focuses on students of junior high school and considers both

of views from student and teacher.

While, in the third previous study, the similarity is still about teacher’s

strategies to motivate the students in learning English. In the third previous study,

the researcher tended to focus only on the teacher strategies for increasing students’

extrinsic motivation. But, in this research, the researcher will observe teacher

motivational strategies for encouraging the students’ intrinsic and extrinsic

motivation. Here, the researcher also conduct the research in the junior high school

not in the senior high school.

For the fourth and last previous studies, the similarities are about the case of

students’ motivation in learning English. Then the differences with this research are

both of previous studies are only focus on student. But in this research, the

researcher focuses on teacher and student context.

55

CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

This research used qualitative research. According to Corbin and Strauss

(2015: 4), qualitative research is a form of research in which the researcher collects

and interprets the data, making the researcher as much as a part of the research

process as the participants and the data that they provide. Furthermore, this research

uses post-positivism philosophy. Sugiyono (2015: 14) explained that post positivism

philosophy views social reality as something that is holistic, dynamic, full of

meaning and reciprocal. Therefore this research was conducted on natural object of

social setting in field of education for exploring problem of the research deeply.

Furthermore, according to Bogdan and Biklen (2007: 4-8), qualitative research has

five characteristics, as follows:

1. Naturalistic, qualitative research is conducted on actual settings. The researcher

is the key instrument of this research

2. Descriptive data, qualitative research is descriptive. the data is form pictures and

words than numbers

3. Concern with process, qualitative research focuses on process than outcomes

4. Inductive, the data is analyzed inductively

5. Meaning, meaning is fundamental thing in qualitative research.

56

Based on the explanation above, it can be concluded that qualitative research

had been conducted on natural settings such as educational setting or social setting.

In this research, the researcher focused on process for getting the descriptive data.

Thereafter the researcher analyzed the data inductively. Thus the researcher

obtained the meaningful, obvious and detail result of the research.

The researcher took descriptive qualitative design for conducting the research.

Nassaji (2015: 129) said that the goal of descriptive research is to describe the

phenomenon and its characteristics. Moreover, descriptive qualitative research

exemplifies almost all characters from qualitative research that the researcher is

foremost interested in understanding how the participants create a meaning of a

phenomenon (Merriam and Granier, 2019: 7). Based on the statements before, the

researcher focused on educational setting to find out the phenomenon of teaching

and learning English. In this research, the researcher also analyzed the phenomenon

of learning and teaching English especially that related to motivational strategy for

encouraging the students to learn.

B. Setting Place and Time

1. Place of the research

This research was conducted at SMP Muhammadiyah 5 Surakarta in

academic year 2020/2021. SMP Muhammadiyah 5 Surakarta had been located

on Jl. Slamet Riyadi No.443 Griyan Rt. 01 RW. 10 Pajang Laweyan Surakarta

Jawa Tengah Kode Pos: 57146. SMP Muhammadiyah 5 Surakarta has A score

for the accreditation.

57

There are some facilities in SMP Muhammadiyah 5 Surakarta for supporting

English teaching and learning process. They are such as LCD, projector, and

speaker in every classroom. There are three types of the seventh grade class. They

are A for special program of female class, B class for special program of male

class, C and D for regular class. Here the researcher use participants from 7A,

7B, and 7C as a representative of regular class.

2. Time

This research was conducted from November 2019 to September 2020.

However, in collecting the data, first the researcher started from May 2020 – July

2020, then the researcher collected the data again with the English teacher for

completing the data in October 2020 by using online interview. All of the

research steps would be explained by using the table below.

58

Table 3.1 Research schedule

No Process Time

Nov

2019

Des

2019

Jan

2020

Feb

2020

Mar

2020

Apr

2020

May

2020

June

2020

Jul

2020

Ags

2020

Sep

2020

Okt

2020

Nov

2020

Des

2020

1 Pre

research in

school

2 Projecting

research

proposal

3 Seminar

proposal

4 Collecting

the data

5 Analyzing

the data

6 Writing

research

result

7 Consulting

this thesis

to the

advisor

8 Munaqosah

C. Subject of the research

The subject of the research is a term that is used in qualitative research. Here

the researcher took one English teacher and 48 students of the seventh grade

students of SMP Muhammadiyah Surakarta as subject of the research. For getting

representative informant, the researcher used purposive sampling technique.

Sugiyono (2015: 300) said that purposive sampling is a technique to get

sample based on certain consideration and goal. Furthermore, Cresswell (2008:

59

214) also stated that purposeful sampling is technique from researcher to select

individuals and sites to learn or understand the central phenomenon. According to

the explanation before, the researcher took one English teacher of the seventh

grade and 7A, 7B, 7C students for exploring the central phenomenon.

D. Research Instrument

In the qualitative research, the key instrument of the research is the researcher,

because the researcher collect the data by his or her self. In addition, the data in

qualitative research is subjective (Sugiyono, 2015: 296). Here the researcher used

several supporting instruments for collecting the data such as mobile phone and

note. Moreover, the researcher also used the guideline of interview and

questionnaire. The guidelines are put in appendix part.

E. Technique of Collecting Data

In this research, the researcher only used two data collecting. The reason was

because the situation of Corona pandemic that caused the researcher did not observe

directly in the research place. Moreover, when the researcher collected the data in

May 2020, there were no learning and teaching activities again because the activities

was done either direct learning or online learning. In that time, the students’

activities focused only for assignment and test. However, the researcher had ever

observed in the classroom once before pandemic. Therefore the researcher only used

techniques for collecting the data of the research as follow:

60

1. Interview

The researcher used interview for collecting the data. According to

Wilkinson and Birmingham (2003: 43), interview have been used in research as

a way for getting specific information about a topic or subject. In qualitative

research, interview occurs when researcher ask one or more participants, open

ended questions and record the answers (Creswell, 2008: 225). Here, the

researcher used open ended questions to get open ended responses from the

participants, so the participants could give their opinions, ideas and perspective

about the phenomenon.

For the model of interview the researcher used semi-structured interview.

Semi structured interview is one of model interview that the interviewer directs

the interview more closely, the questions are pre-determined by the interviewer.

In this term, there is sufficient flexibility for allowing the interviewee an

opportunity to shape the flow of information (Wilkinson and Birmingham , 2003:

45). The researcher conducted the interview with the English teacher of seventh

grade and the 10 representatives of 7A, 7B, and 7C students via online by using

WhatsApp. Here, the researcher gave question one by one, then the interviewees

answer by using voice note. The researcher did online interview because of the

situation of Corona pandemic. However, the topic in the interview was about

English learning and teaching activity before the case of Corona pandemic had

risen. Meanwhile, the researcher put the interview transcript and interview

guideline in the appendix.

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2. Questionnaire

According to Johnson and Christensen (2012: 170), qualitative questionnaire

is a questionnaire that is based on open-ended items in which it is used often on

exploratory research that is to know how participants think, feel, or experience a

phenomenon or to know why the participants believe something happen. This

questionnaire also had been well-known as open-ended questionnaire. In

addition, open-ended questionnaire consists of open-ended responses in which

the participants enable to voice in their points of views (Zacharias, 2012: 65).

In this research, the researcher used open-ended questionnaire for collecting

the data. The researcher provided 10 items of questions for getting open-ended

responses from the students about their responses toward their teacher

motivational strategies based on their experiences in English learning activities

before the pandemic. As a result, there were 48 students from 75 students that

were filling the questionnaire during May 2020 until June 2020. Here, the

researcher used Google Forms for creating and spreading the questionnaire. The

questionnaire items and the result are put in appendix.

F. The Technique of Analyzing Data

According to Bogdan and Biklen (2007: 159), data analysis is a process of

systematically searching and arranging the interview transcript, field notes and other

material that the researcher accumulates to enable the researcher obtaining the

62

research finding. For searching and arranging the data until obtaining the research

finding, the researcher used data analysis model from Miles and Huberman.

Miles and Huberman (1994: 10) stated that data analysis consists of three

concurrent flows of activity as follow:

1. Data Reduction

Data reduction is the process of selecting, focusing, simplifying, abstracting,

and transforming the data that appear in field notes or transcriptions. Anticipatory

data reduction is occurring as the researcher decides conceptual frameworks,

cases, research question, data collection approaches. In qualitative data, the data

can be reduced through selection, through summary or paraphrase, and through

being subsumed in a larger pattern. In this activity, the researcher selected the

important data that was needed for the research finding. Then, the researcher

eliminated the data that was not needed.

2. Data Display

The next step of data analysis is data display. Data display is an organized

and compressed assembly of information that permits conclusion drawing and

action. Form of data in qualitative research in the past has was in extended data.

Therefore, Miles and Huberman defined that better displays are a major avenue

to valid qualitative analysis. The displays can include many types of matrices,

graphs, charts and networks. In this research, the research displayed the data in

the form of table.

63

3. Drawing Conclusion or Verification

The last step of data analysis is conclusion drawing and verification. Miles

and Huberman stated that from the beginning of the data collection, the

qualitative analysis is for deciding what things mean, therefore there are first

conclusions but these conclusions are still inchoate and vague at the first.

Moreover, Final conclusions may not appear until the data collection is over.

Conclusions are also verified as the analyst proceeds.

However, According to Sugiyono (2015: 345), if the conclusions in the

beginning is proven by valid and consistent evidences when the researcher go

back to research site for collecting the data, so the conclusion that has been

proposed before is credible conclusion. Furthermore, conclusion in qualitative

research is to enable for answering the research problem in the first chapter. But

sometimes it does not answer, because problem and research problem in

qualitative research are still temporary. And it will thrive when the researcher

conducts the research (Sugiyono, 2015: 345).

G. Trustworthiness of the Data

In the qualitative research, trustworthiness of the data was obtained by using

triangulation. According to Maxwell (2005: 93), Triangulation refers to collect

information from a diverse range of individuals and setting, use a variety of methods

in which to reduce the risk of systematic bias because of a specific methods and to

get a good assessment of the generality from the explanation that someone develops.

In addition, triangulation is the most popular data validity checking technique in

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qualitative research, its popularity is based on the fact that this method has the

potential to increase the accuracy, reliability, depth, and detail of the data (Putra,

2012: 105). Therefore it can be known that the crucial use of triangulation is for

reducing the systematic biases, getting a good generality from the data, and increase

the validity of the data by using the variety of methods, source, and setting to obtain

the information.

There are three types of triangulation. They are source triangulation, technique

triangulation and time triangulation (Sugiyono, 2015: 373). In this research, the

researcher used source triangulation. The researcher used one English teacher of the

seventh grade, 7A students (female class), 7B students (male class), and 7C students

(regular class).

65

CHAPTER IV

RESEARCH FINDINGS AND DISCUSION

A. Research Findings

The research findings explain and discuss about the answer of the research

questions in the chapter one based on the data that was obtained by the researcher

before. The data was obtained by using interview and questionnaire technique. In

this research, there are two objectives, they are 1) to describe the kind of the

teacher’s motivational strategies to encourage students’ motivation in learning

English, and 2) to describe students’ responses toward their English teacher’s

motivational strategies to encourage their motivation in learning English Yet, before

discussing the answer of the research question, the researcher will give a bit

explanations of the seventh grade English learning and teaching activity in SMP

Muhammadiyah 5 Surakarta.

Based on the interview with the English teacher, in conducting English learning

and teaching activities, the English teacher of seventh grade conducted the activities

based on educational standard from the government. Furthermore, the teacher used

scientific approach to teach the students. The teacher also hoped that he could use

student center in his class always. Therefore, in giving task or activity, the teacher

were making effort in which it could help the students acquiring the language easier

for example by making task or activity that was representing the students real life.

66

Moreover, his class was democratic class where the students could speak up to

deliver their idea, question, and even opinion.

Then, for his English class, the teacher used source book from the ministry of

culture and education. The teacher also conducted learning and teaching activity by

using power point based material because it was easier for students in understanding

the material. In addition, the teacher used CALL (computer assisted language

learning) based such as YouTube videos, website videos and software that can

support English learning and teaching activity. Meanwhile, for English skill

(listening, reading, writing, speaking) distribution, the teacher stated that the

distribution was almost balance, it was also based on English basic competence for

seventh grade students. Meanwhile, during Corona pandemic, English learning and

teaching activity conducted via online by using WhatsApp, Google Classroom, and

YouTube Channel.

After discussing how the teacher’s English class was, now the researcher will

discuss about the answer of the research question. However, to answer the research

question, it should be known that in this research, the researcher could not conduct

observation because of the Corona pandemic, then the seventh grade students also

were in their last period of academic year (2019/2020). In that time (may 2020),

their activity was only examinations. Consequently, the researcher could not get the

field note either directly or by online. So, the researcher only used the result of

interview and questionnaire to answer the research question. The answer of the

research questions as follow:

67

1. The Kind of Teacher’s Motivational Strategies to Encourage the Students’

Motivation to Learn English

Based on the interview result, to give motivational strategy toward the

students, the teacher considered the students’ background knowledge and

problems in learning English. Then, those teacher’s motivational strategies to

encourage students’ motivation to learn will be presented in the table below:

Table 4.1 the coding table of teacher motivational strategy (coding of the

interview result)

Informant Code Result of coding Category/Topic

Teacher: T

Student: S

TMS Teacher’s

motivational

strategy to

encourage

students’

motivation to

learn English

1. Keeping appropriate teacher’s

behavior and good relationship

toward the students

2. Creating pleasant and supportive

atmosphere for learning English in

the classroom

3. Making learning groups

4. Making the teaching material relevant

and appropriate for the students

5. Making appropriate task and

homework for the students

6. Protecting students’ self-confidence

7. Giving the understanding of goals

and benefits from learning English

8. Providing feedback

9. Increasing learner satisfaction by

rewarding and appreciating the

students’ progress

10. Assessing students’ performance in

learning English.

68

Based on the table of the data of the interview result. The researcher could

conclude that the teacher used ten kinds of motivational strategies to encourage

the students to learn English. When the researcher asked to the teacher how was

his way to motivate the students to learn English, the teacher stated that he gave

the understanding of English learning goals and benefits to the students. Then he

used interested material for avoiding monotonous activity, He also gave feedback

and others. For specific explanation, the researcher presented the teacher’s

motivational strategies below:

a. Keeping appropriate teacher’s behavior and good relationship toward the

students

Based on the interview result with the teacher, the teacher explained that

he kept his good relationship with the students by decreasing ego and being

down to earth toward his students. It indicated that he stressed in which among

the students and the teacher should be respect each other. Untuk menjaga

hubungan yang dekat itu lebih kepada saling membumi saling merendahkan

hati mengurangi ego (Adi Purwono, interview on 24th June 2020).

Furthermore, based on the interview, the teacher stated:

Kedua kita harus lebih menurunkan ego, tidak boleh menunjukan bahwa

guru itu garang itu tidak boleh. Ee jadi agar-agar anak juga segan

dengan kita. Kita disegani bukan ditakuti. Kita kurangi membentak-

bentak, kita kurangi meninggikan nada biasanya begitu. Anak-anak

tahu kalau kita itu bukan orang yang friendly yaa mereka bakal enggan

untuk belajar (Adi Purwono, interview on 24th June 2020)

69

Here, the teacher explained that as a teacher he was forbidden to show that he

was a ferocious teacher. He wanted to be a friendly teacher for his students.

The teacher explained that he did not want his students to be afraid of him

because it will influence on students’ desire for following learning activity.

The teacher also stated that for being friendly teacher, he usually decreased to

snap at the students. He also decreased to increase his tone toward his students.

b. Creating pleasant, enjoyable and supportive atmosphere for learning English

in the classroom

For motivating the students to learn, the teacher explained that pleasant

learning is the activity that should be able for allowing all of the students to

follow that activity. The teacher said that “yaa bagi saya pribadi belajar

yang menyenangkan itu adalah belajar yang mengikutsertakan semua

warga kelas” (Adi Purwono, interview on 24th June 2020). Moreover the

teacher also stated that:

Belajar di dalam kelas itu bagi saya juga eee belajar yang tidak selalu

menuntut testing atau pengujian atau pengambilan nilai dalam bentuk

tes, tapi lebih kepada proses-proses dan kegiatan yang menyenangkan

yang tentunya berdasarkan menyandari teori-teori bahasa inggris (Adi

Purwono, interview on 24th June 2020).

It shows that the teacher stressed on learning processes and pleasant

learning activity than tasting or score. In addition, the teacher also explained

that enjoyable learning was the learning activity in which the teacher did not

give some pressures and demands toward the students. The teacher said that

“kemudian belajar yang tidak memberikan tekanan-tekanan kepada anak.

70

Tidak terlalu menuntut kepada anak” (Adi Purwono, interview on 24th June

2020). The teacher also conducted a democratic class where every student

can raise her or his hand when he or she had a question or he or she wanted

to answer the question from the teacher. The teacher stated that:

kita dari awal mengatakan bahwa kelas bahasa inggris Mr. Adi adalah

kelas yang demokratif semua boleh ngacung boleh menjawab. Jadi

semuanya boleh menjawab kita kelas demokratis siapa yang mau

bertanya atau menjawab silahkan acungkan tangan (Adi Purwono,

interview on 24th June 2020).

c. Making a learning groups

Based the interview result, to conduct English learning activity, the

teacher also used a learning group such as small group discussion and in pairs.

For instance, the teacher used small group discussion for the students to

identify character and how its description. In addition the teacher also used

learning in pairs for the students to make a conversation. However, the teacher

realized that the seventh grade students did not be able to make a conversation

and to communicate in English spontaneously yet. The teacher said:

kalau belajar berkelompok kita biasa gunakan dalam in pairs atau small

group discussion kalau in pairs yaa biasanya tentang ee bikin

conversation karena memang anak kelas 7 belum bisa yaa karena tidak

semua anak kelas 7 bisa secara spontan untuk berkomunikasi atau

making conversation. Kemudian untuk belajar berkelompok biasanya

small group discussion. For example kita ada eee kita bikin small group

discussion identifying the characters kemudian tentang deskripsinya

bagaimana (Adi Purwono, interview on 24th June 2020).

Furthermore, the teacher stated that:

kegiatan yang ditugaskan juga akan menyenangkan tergantung

pembawaan kita jadi tidak sekedar mereka disuruh berkelompok no,

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disiapkan materi yang menyenangkan kemudian ditugaskan secara

berkelompok (Adi Purwono, interview on 24th June 2020).

It means that the activity in which it was assigned, it could be pleasant

based on the teacher’s nature. So it was not only about grouping but the

teacher needed to prepare pleasant material. Then, the teacher assigned the

students in group.

Furthermore, the teacher explained that “belajar kelompok in pairs

ataupun discussion group itu salah satu cara untuk mengurangi ketegangan

siswa dan keengganan siswa untuk belajar” (Adi Purwono, 21st October

2020). It showed that by using group either in pairs or discussion group, it can

reduce students’ tension and reluctance in learning. Therefore, by using

learning group the teacher can be easier to teach and menage the students.

d. Making the English teaching and learning material to be interesting, relevant

and appropriate for the students

Based on the interview result, the teacher stated that:

untuk memotivasi anak-anak yaa agar tetap semangat kita beri materi-

materi yang membuat mereka semangat dan curious mungkin dengan

menggunakan berbagai media biasanya video dan music. (Adi Purwono,

interview on 24th June 2020).

It shows that for motivating the students to keep their enthusiasm to learn

English, the teacher gave the teaching and learning materials that could make

the students being curious and enthusiastic such as by using various media

like video and music.

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The teacher also added that “Kemudian materi yang diberikan itu tidak

monoton karena biasanya anak males karena materi yang digunakan monoton

apalagi paper based begitu” (Adi Purwono, interview on 24th June 2020).

Here, the teacher did not give monotonous material, he realized that the

students usually were lazy to learn because of the monotonous materials such

as paper based materials. It was also proven by the teacher lesson plan, in his

lesson plan, it was written that the teacher used several methods and learning

sources such as presentation and discussion as a method and YouTube videos

as a learning source.

Furthermore, the teacher also said that:

Yang bisa membuat tertarik adalah kita sesuaikan dengan materi yang

sesuai dengan lingkungan sekitar mereka. For example tentang

pengenalan orang yaa orang yang paling dekat yaa contohnya

pengenalan orang tua mereka (Adi Purwono, interview on 24th June

2020).

It means that for getting the students’ interest, the teacher adjusted the

material with the students’ surrounding environment. For example about

introducing their parents.

e. Making appropriate task and homework for the students

Based on the interview result, the teacher said that:

Untuk PR yaa biasanya kita berikan sesuai dengan KD yang diajarkan

tapi ketika pekerjaan rumah atau penugasan yaa yang diberikan bisa

dibuat sesuai dengan lingkungannya, atau kita sebut dengan sumber-

sumber kegiatan yang natural dalam penggunaan bahasa kita buat

seperti itu (Adi Purwono, interview on 24th June 2020).

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It means that for creating homework or task, the teacher adjusted on

English basic competence that was taught before, however when those

homework and task could be made to be appropriate with the students’

environment or it was well known as natural activity in the use of language,

the teacher will create to be like that. In addition, the students could also relate

between the homework or task with their background knowledge so the

students were interested. The teacher said that “jadi mereka bisa relate antara

penggunaan bahasa dan background knowledge yang sudah ada, Jadi mereka

tetap tertarik (Adi Purwono, interview on 24th June 2020).

In other hand, the teacher also stated that:

Tapi ketika itu memang harus menuntut lebih kepada pemahaman

pedagogik mereka ya kita berikan seperti penugasan PR pada umumnya.

Memang tidak semua penugasan/PR bisa dibuat bermakna dan dalam

penggunaan bahasa secara natural atau kita biasa sebut authentic

material dan lain sebagainya (Adi Purwono, interview on 24th June

2020).

It shows if the task or homework should demand more on students’ pedagogic

comprehension, the teacher gave task or homework in general. The teacher

explained that indeed, not all of the tasks or homework could be made to be

meaningful and in the use of language naturally or it was usually well-known

as authentic materials.

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f. Protecting students’ self-confidence

Based on the interview result, the teacher stated that:

kita mencoba yaa walaupu kadang walaupun kelupaan kita mencoba

melindungi anak dari perundungan katakan kalo eee kita kasih feedback

secara spontan waktu itu juga eee anak yang lain kemudian merundung,

mencemooh, atau mengejek gitu kan bully gitu kalau sekarang, kalau

nggak yang paling simple adalah penyampaiannya, penyampaiannya

jangan secara serious kita pakai nada yang lebih bercanda tapi

bermakna begitu (Adi Purwono, interview on 24th June 2020).

It shows that the teacher try to protect the students from bullying to keep the

students’ confidence. For instance, when the teacher gave feedback, the

teacher avoided for giving feedback spontaneously because for avoiding the

students gave insult, ridicule, and bully toward certain student. In this case,

the teacher chose simple delivery in which he chose for not being serious. He

was using a tone of joke but meaningfully.

Furthermore, the teacher said, “kita tidak bilang salah yaa belum tepat

atau kurang tepat jadi tidak ada yang merasa minder ketika mereka

menjawab” (Adi Purwono, interview on 24th June 2020). Here, it shows

that the teacher did not spoke that the students was wrong but he spoke that

the students were not exact yet or less when the students answer something.

It was for avoiding the students to feel inferior among others.

g. Giving the understanding of goals and benefits from learning English

Based on the data of interview result, when the researcher asked about

how was the teacher’s way in motivating the students, the teacher said:

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yang pertama di awal pembelajaran kami beri pengertian bahwa bahasa

inggris bisa bahasa inggris itu kepentingan anak-anak bukan

kepentingan bapak ibu guru kemudian manfaat dari mempelajari bahasa

inggris sendiri itu apa, jadi anak-anak tidak buta ketika belajar bahasa

inggris tu tujuan dan manfaatnya untuk mereka bukan sekedar mencari

nilai (Adi Purwono, interview on 24th June 2020).

It means that at the first to motivate the students, the teacher stressed that

the main importance of learning English was for the students’ importance not

the teacher. Then the teacher explained about the goals and benefits from

learning English so the students will not blind when they learnt English.

Moreover, the students will know that the reason why they studied English, it

was not only for getting a score because they knew what the goals and benefits

from learning English. For example, the teacher said to the students that

“belajar bahasa inggris adalah bekal bagi kehidupan mereka menyongsong

era persaingan global” (Adi Purwono, interview on 21st October 2020). Here,

the teacher showed that learning English was students’ provision to face

global competition era. In addition, the teacher added that:

Kedepannya anak-anak kami beri motivasi bagi yang menguasai

bahasa dia akan mengusai dunia, dapat mengakses jendela yang

selebar-lebarnya menuju jende tak terbatas di luar sana. Kemudian

kaitannya spesifik dibidang pekerejaan di masa mendatang

persaingannya secara global, jadi bagi yang menguasai bahasa

mempunyai kesempatan yang lebih untuk dapat

pengkhidupan/kehidupan yang layak (Adi Purwono, interview on 21st

October 2020)

It means that if the students can master the language, He or she will rule

the world, he or she can access the windows as wide as possible to the

unlimited windows outside. Then, specifically about occupation, in the future

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of global competition someone who mastering the language will have more

chance to get a decent life.

h. Providing feedback

For keeping the students’ enthusiasm, the teacher gave a feedback such

as comment. The teacher said that “Kemudian biar tetap semangat kita kasih

ee reward dan comment biasanya begitu” (Adi Purwono, interview on 24th

June 2020). In addition, the teacher explained if the students did writing

activity, especially in creating their writing work independently, the teacher

will come up to his students one by one to look his students’ process. Then,

he gave a feedback on students’ paper after the student finished it. The teacher

said:

…..katakan eee membuat karya yaa writing begitu, yaa kita dekati

sedikit satu-satu, dalam prosesnya waktu proses awal kalo sudah ee produksi

secara mandiri kita kasih feedbacknya di paper mereka (Adi Purwono,

interview on 24th June 2020).

However, in speaking activity, the teacher stated that:

kemudian kalau kegiatannya secara spoken yaa feedback nya kadang

kita kolektif kita kan nggak bisa langsung ee menunjuk 1 atau 2 nama

orang kemudian diberi feedback langsung gitu kan nggak, kita biarkan

mereka selesai dulu baru kita evaluasi begitu (Adi Purwono, interview

on 24th June 2020).

It means that in speaking activity, the teacher gave the feedback

collectively because he could not point out one or two names directly.. Here,

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the teacher let all of the students finished it first, after that the teacher will

evaluate the students.

In addition, the teacher said that:

Feedback juga diberikan sebagai sarana koreksi. Feedback yang

diberikan bukan cuma sekedar good excellent tetapi juga kita berikan

keterangan contohnya kamu perlu menambahkan keterangan seperti

kamu perlu menambahkan apa kemudian kata kerja yang baik ((Adi

Purwono, interview on 21st October 2020).

It showed that feedback was as correction tool. Feedback was not given only

“good” “excellent” but the teacher gave a note such as the students should add

something that it needed to be added, for example the students should add a

good verb.

i. Increasing learner satisfaction by rewarding and appreciating the students’

progress

For keeping students’ enthusiasm to learn English, the teacher gave

reward and comment toward the students. The teacher said, “Kemudian biar

tetap semangat kita kasih ee reward dan comment biasanya begitu” (Adi

Purwono, interview on 24th June 2020). Moreover, the teacher also said that:

Dalam belajar anak atau hasil belajar anak atau penugasan anak kita

biasanya kasih good, good job begitu walaupun kecil sangat bermakna

bagi anak-anak. Kemudian bagi yang belum yaa ee keep learning and

so on (Adi Purwono, interview on 24th June 2020).

It shows that the teacher generally gave the words such as good, good

job, keep learning and so on, after the students learnt or got learning outcomes.

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The teacher explained that those words were negligible yet very meaningful

for the students.

Furthermore, the teacher also appreciated the students when they

showed up themselves in English class such as giving reward, appreciation,

applause and good job. The teacher said:

Bagi yang mau maju atau mau volunteer atau mau menjawab itu akan

ada reward atau apresiasi, applause paling tidak. Kemudian kita

berikan good job (Adi Purwono, interview on 24th June 2020).

But, it should be noted that the teacher did not give reward in material form.

The teacher said, “Kalau untuk berbentuk materi we don’t have that” (Adi

Purwono, interview on 24th June 2020).

j. Assessing students’ performance in learning English.

Assessment can impact to students’ motivation. Here the teacher

explained that he used three domains. They are attitude, knowledge and

attitude evaluations. The teacher said:

Kalau penilaian seperti standarnya kita ada penilaian pengetahuan,

penilaian ketrampilan dan penilaian sikap untuk ketrampilan biasanya

kita ada beberapa cara yang pertama mungkin praktik kemudian ada

proyek. Kalau pengetahuan bisa dari hasil penugasan atau ujian atau

ketika discussion dalam kelas. Kemudian ada sikap juga attitude anak

juga yang nanti kita catat dan tambahkan pada penilaian waktu

pembuatan nilai hasil belajar selama periode tertentu (Adi Purwono,

interview on 24th June 2020).

It shows that the teacher used general standard to assess the students. For

skill assessment, the teacher used several ways such as using practice or

project. Then, for knowledge assessment, the teacher used the result of

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assignment, examination or classroom discussion. Then for attitude

assessment, the teacher noted how the students attitudes. After all, the teacher

will add those assessment result in the time of making score of students’

learning outcome. The teacher ways to assess the students was also proven

from teacher lesson plan. In the lesson plan, there are three domains of

assessment, they are attitude, knowledge and skill assessment with the detail

rubric of those assessment.

In addition, by giving assessment, the students could know their mistakes

in learning English by knowing the result of assessment (score). Based on the

interview, the teacher stated, “Angka jelas itu adalah hasil secara tertulis tapi

jauh lebih mendasar to make the students know their mistake”. However,

score can also make students to be demotivated in learning, so the teacher said

that:

Jadi efek nya tidak hanya demotivated, soalnya kalo dapat nilai buruk

kan cukup demotivated yaa, kalo bagus yaa lumayan motivated, jadi kita

juga adding some form of catatan kecil atau note jadi mereka tetap

termotivasi dengan adanya nilai itu dan akan berkembang dan menyadari

sebuah kesalahan yang mana akan mereka perbaiki pada kesempatan

yang akan datang (Adi Purwono. Interview on 21st October 2020).

It means that not only giving score, but the teacher also added some notes in

order to the students stayed to be motivated by the score and they will develop

and realize their mistake in which they will fix in in the next chance.

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2. The Students’ Responses toward Their English Teacher Motivational Strategies.

Based on the result of interview and questionnaire, the students’ responses

toward their English teacher motivational strategies will be showed by the table

below:

Table 4.2 the coding table of the students’ responses (the data result of

interview and questionnaire)

Informants Code Result of

coding

Category/topic

Teacher: T

Student: S

SRT The Students’

Responses

toward English

Teacher’s

Motivational

Strategies.

1. Students’ responses toward appropriate

teacher’s behavior and good

relationship

2. Students’ responses toward pleasant

and supportive atmosphere for learning

English in the classroom

3. Students’ responses toward learning

groups

4. Students’ responses toward the

teaching material for the students

learning English in the classroom

5. Students’ responses toward appropriate

task and homework for the students

6. Students’ responses to teacher ‘s

protection toward students’ self-esteem

and self-confidence in English

classroom

7. Students’ responses toward a goals and

benefits from learning English

8. Students’ responses toward teacher’s

feedback

9. Students’ responses toward reward and

appreciation from the teacher

10. Students’ responses toward teacher

assessment

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The table explanation will be presented one by one below:

a. Students’ responses toward appropriate teacher’s behavior and good

relationship

Based on the interview result, the students gave positive responses

toward their relationship with the teacher. The student said, “Iya, hubungan

siswa dengan guru terjalin dengan baik” (Desi 7A, interview on 14th July

2020). The next student stated, “hubungan saya dengan guru bahasa inggris

sangat baik” (Bintang 7C, interview on 8th July 2020). Then another student

said, “Terjalin dengan baik, karena guru menyampaikan materinya enak”

(Ade 7B, interview on 8th July 2020). According to their statements, it shows

that the students had a good relationship with the teacher. It was also because

the teacher delivered his material well in front of the students.

Moreover, from the questionnaire result, the student had opinion about

the teacher, she stated, “Baik, bisa di ajak bercanda , sabar untuk mengajar

anak-anak” (Naila Tsany Aqila 7A, the result of questionnaire on 22nd May

2020). It means that she regarded the teacher as a kind, friendly and patient

person when the teacher taught the students.

b. Students’ responses toward pleasant and supportive atmosphere for learning

English in the classroom

Here, to know about the atmosphere in learning English, the researcher

asked about their enthusiasm in following English learning activity. Based on

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the result of questionnaire, the student said, “Semangat karna pak adi

mengajarkan bhs inggris dengan lembut dan kadang suka bercanda (Alina

fida rahmadhani 7A, the result of questionnaire on 22nd May 2020). Then

another student also said, “Semangat, karena guru bahasa inggris interaktif

dan tidak membosankan (Muhammad Salman Al Fariz 7B, the result of

questionnaire on 11th June 2020). Moreover, the student said, “Suka karena

kayak ada game gitu kayak yang kotak itu tapi lupa namanya (Dina mikaila

moraya 7A, the result of questionnaire on 23rd May 2020)

The students’ statements before show that they were enthusiasm in

following English learning activity because their teacher taught them softly

and playfully. The teacher were also interactive and not tedious. Moreover,

the student liked to follow the activity because the teacher provided several

games for the students such as a box game. However, the student said also,

“Membosankan, karena durasi pelajaran bahasa inggris yg cukup lama

membuat saya bosan (Muhammad rizky ath thoriq 7C, the result of

questionnaire on 11th June 2020). It explained that the student were bored

because the duration of English lesson was too long.

c. Students’ responses toward English learning in group

To find out the students’ responses toward English learning by using a

group, the researcher asked to the students whether they liked English learning

in group or not. According to the questionnaire result, almost all of the

students liked to learn English in group. Only one student that stated “No” to

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learn English by using group, she did not like it (Latifah Nur 'Aini 7A, the

result of questionnaire on 22nd May 2020). Therefore, it can be concluded that

the majority of students gave positive responses to learn English in group.

d. Students’ responses toward the teaching material for the students

To know the students’ responses toward teacher’s teaching material, the

researcher asked about their comprehension and difficulty in understanding

the material. Based on the interview result, the student said, “Ya, tidak ada

kesulitan dalam memahami materi bahasa Inggris, karna gurunya menjelas

kan Sampai siswa tau” (M. Fauzan 7B, interview on 8th July 2020). It shows

that the students could understand the material because the teacher explained

the material to the students until the students understood. The student also

said, “iya karena cara guru menerangkan ada beberapa cara metodenya seperti

menonton film animasi pembelajaran dan diterangkan langsung di depan kelas

(Vanya 7A, interview on 8th July 2020). It means the student could understand

because the teacher used several methods such as using a learning animation

movie that was explained directly in front of class.

However, in understanding the material the students had several

difficulties. The student said, “siswa memahami apa yang disampaikan guru

tapi terkadang guru menyampaikannya terlalau cepat dan menggunakan

bahasa inggris yang kami tidak pahami (Bintang 7C, interview on 8th July

2020). It shows that the student could understand the material but sometimes

the teacher delivered it too fast and used English language that the student

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could not comprehend. Another student also said, “Tidak, hanya saja sedikit

kesulitan saat dialog” (Najwa 7C, interview on 9th July 2020). Here the

student had a bit of difficulty in dialog.

e. Students’ responses toward the task and homework from the teacher

To know the students’ responses toward the task and homework, the

researcher asked to the students about their punctuality in submitting their task

and homework. Then, the result of questionnaire showed that mostly students

were collecting their task and homework on time. There were 39 from 48

students said “yes” to submit their task and homework on time. Then nine

other students stated “no” in submitting the task and homework punctually.

However from those result, it can be concluded that the students gave positive

responses toward the task and homework from the teacher because the

majority of students submitted on time.

f. Students’ responses toward teacher ‘s effort to protect their self-confidence in

English classroom

To know the students’ responses toward teacher’s effort in self-

confidence, the researcher asked to the students whether they ever felt

uncomfortable with the teacher’s critique or not. Then based on the interview

result, the students deigned with the teacher’s critique or statements. The

student said, “Mungkin sampai saat ini tidak ada kritik yang kurang berkenan

di hati saya” (Vanya 7A, interview on 8th July 2020). In addition, the student

also said, “guru menjelaskan kekurangan siswa dan tidak ada kritik yang

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kurang berkenan di hati siswa” (Zayyan 7B, interview on 8th July 2020). It

shows that the teacher explained about students’ lack but there were no

critiques that did not quite deign in students’ hearts.

g. Students’ responses toward a goals and benefits from learning English

According to the result of questionnaire, it can be concluded that the

teacher strategy to make the students get an understanding about goals and

benefit, it can be stated that it succeed. It was because the seventh grade

students could understand what the goals and benefits from learning English

were.

The student said, “Karena supaya saya bisa mendapatkan wawasan yang

luas, supaya dapat berbicara dengan orang luar (Kholifah Nur Sifa Septiana

7A, the result of questionnaire on 22nd May 2020). The next student also said,

“Agar fasih berbahasa inggris karena bahasa internasional (Muhammad

Salman Al Fariz 7B, the result of questionnaire on 11th June 2020). And

another student said, “Untuk menambah wawasan yang luas dalam

komunikasi dengan orang lain di seluruh dunia dan bisa meningkatkan karier

yang akan datang” (Nayla Evelin Putri 7C, the result of questionnaire on 11th

June 2020). It shows that the students had a consideration if they learnt

English, they will be able to talk with foreigner. They knew that English is

international language. Then the student understood that from learning

English, they could increase their future carrier.

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h. Students’ responses toward teacher’s feedback

Based on the interview result, it can be known that the students could

accept teacher feedback because the teacher advised the student in a good way.

The student said, “Saat guru menyampaikan kritik/saran kepada siswa dengan

cara menasehati dengan baik” (Najwa 7C, interview on 9th July 2020).

Moreover, the student stated, “guru menyampaikan kritik dan saran dengan

singkat, jelas, bahasa yang mudah dimengerti oleh siswa” (Syifa 7A,

interview on 8th July 2020). It explained that the student could understand the

teacher’s feedback because the teacher delivered it briefly, clearly, and easily

to be understood by the students.

In addition, from teacher’s critique and suggestion, the student could

increase their enthusiasm in learning English to be more energetic. When the

researcher asked about teacher’s critique and suggestion, the student said,

“menambah semangat untuk lebih giat belajar bhs inggris” (Muhammad

Rifky Irwansyah 7B, the questionnaire result on 11th June 2020). Moreover,

according to questionnaire result, mostly students were studying again after

studying in the classroom. There were 38 from 48 students that stated “yes”

for studying after classroom learning activity.

i. Students’ responses toward reward and appreciation from the teacher

Based on the questionnaire result, there were the students who highly

motivated by using reward and appreciation but the others were not. The

student said, “Iya. Karena adanya reward menambah semangat dan lebih seru

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dalam belajar” (Muhammad Salman Al Fariz 7B, the result of questionnaire

on 11th June 2020). It means that reward could increase student’s enthusiasm

and create the learning activity to be more pleasant. Another student said, “Iya

sangat semangat karna ada hadiah untuk lebih menyemangatkan Tetapi jika

tidak ada hadiah saya pun juga semangat (Rinda Novia Nur Cahyani 7C, the

result of questionnaire on 11th June 2020). It shows that there was or was no

reward, the student kept their enthusiasm to learn.

On the other hand, the student also said, “Tidak karena belajar buat diri

sendiri agar supaya pandai tidak mengharap imbalan” (Thoha Bagus

Nurhidayat 7B, the result of questionnaire on 11th June 2020). The student’s

statement before shows that the student learnt for his own sake for being

clever. He learnt for not getting repayment. However when the researcher

asked to the students whether teacher’s appreciation such as applause could

increase their enthusiasm to learn or not, there were 45 from 48 students in

which they stated that appreciation from their teacher could increase their

enthusiasm to learn English.

j. Students’ responses toward assessment

Here, the students gave positive responses toward teacher’s evaluation

because from knowing the evaluation result, the students could correct their

mistakes. Based on the interview result, when the researcher asked to the

students how they could know that they succeed or failed in learning, the

student said, “caranya dengan melihat nilai atau dengan cara bertanya dengan

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guru” (Anisa 7C, interview on 12th July 2020). It shows that the student knew

by looking the score or asking the teacher. Another student said, “cara saya

mengetahuinya adalah dari guru memberikan soal atau tugas kepada siswa”

(Syifa 7A, interview on 8th July 2020). It shows that the students could know

their success or failure from students’ assignments.

Then, the researcher also asked what the students did after they knew the

reason why they succeed or failed, the students said,

“jika saya gagal saya akan mengulangi materinya dan belajar dengan

sugguh-sungguh dan jika berhasil saya akan mengulangi materi yang sama

dan belajar materi yang baru” (Syifa 7A, interview on 8th July 2020). It shows

that if the students failed she will repeat the material and study seriously, but

if the student succeed she will repeat the same material and study a new

material. Therefore, it can be concluded that from the teacher evaluation

activity, the students could know the reason why they succeed and failure.

They could also correct themselves in leaning activity by studying diligently.

B. Discussion

This section presents the research finding discussion. The discussion here

focuses on the finding of the research question that was related by the theories in

the chapter two. Therefore, the first discussion is about teacher’s motivational

strategies to encourage students in learning English. The next discussion is about

the students’ response toward teacher’s motivational strategies that is given to

them.

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1. The Kind of Teacher’s Motivational Strategy to Encourage the Students’

Motivation to Learn English

Teacher is someone who has important role to encourage the student

motivation to learn especially in learning English. According to Hornstra et al

(2015: 364), motivational strategies refer to all teaching strategies that was

purposed to encourage the students to learn. Moreover, according to Dornyei

(2001: 28), Motivational strategies are techniques that promote goal-related

behavior of individual. However, every teacher has different motivational

strategies to encourage the student to learn especially in learning English.

According to Dornyei (2001: 30), there were four aspects in motivational

teaching practice, then in every aspect there were the kind of strategies to

motivate the students in learning English. Those aspects will be related with the

motivational strategy that the seventh grade English teacher applied for

motivating his students by using table. The table will be presented bellow.

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Table 4.3 MTP and Seventh grade English teacher motivational strategy

Motivational Teaching Practice (MTP)

No The Aspect The strategies in MTP Seventh grade English teacher

motivational strategies

1 Creating

Basic

Motivational

Condition

- Appropriate teacher’s behaviors and

good relationship with the students.

- Pleasant and supportive atmosphere

in the classroom

- A cohesive learner group with

appropriate group norms

- Keeping appropriate teacher’s

behavior and good relationship

toward the students

- Creating pleasant and supportive

atmosphere for learning English

in the classroom

- Making learning groups

2 Generating

Initial

Motivation

- Enhancing the learners’ language-

related values and attitude

- Increasing the students’ expectancy

of success in particular task and in

English learning in general.

- Increasing the learner goal-

orientedness

- Making the teaching materials

relevant for the learners

- Creating realistic learner belief

- Making the teaching material

relevant and appropriate for the

students

3 Maintaining

and

Protecting

Motivation

- Making learning stimulating and

enjoyable

- Presenting task in motivating way

- Setting specific learner goals

- Protecting the learner self-esteem

and increasing their self-confidence

- Allowing students to maintain a

positive social image

- Creating learner autonomy

- Promoting self-motivating strategies

- Promoting cooperation among the

learners

- Making appropriate task and

homework for the students

- Protecting students’ self-

confidence

- Giving the understanding of

goals and benefits from learning

English

- Making learning groups

4 Encouraging

Retrospective

Self-

Evaluation

- Promoting Motivational attribution

- Providing motivational feedback

- Increasing learner satisfaction

- Offering reward and grade in a

motivation manner

- Providing feedback

- Increasing learner satisfaction by

rewarding and appreciating the

students’ progress

- Assessing students’ performance

in learning English.

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From the table above, it can be known that the English teacher of the seventh

grade in SMP Muhammadiyah 5 Surakarta had used 10 strategies in motivating

the students to learn English. The teacher did not apply all of strategies in the

theory of motivational teaching practice by Dornyei. But it should be noted that

every teacher has his or her own motivational strategy to motivate the students

based on certain factor such us students’ background knowledge and problem.

Based on motivational teaching practice by Dornyei (2001: 31), the first

aspect in motivating the students was creating basic motivational condition in

which motivational strategies cannot be applied successfully in vacuum

condition of motivation. The English teacher of the seventh grade in SMP

Muhammadiyah 5 Surakarta used three strategies

In this case, the teacher kept his appropriate behavior and good relationship

toward the students. According to Dornyei (2001: 39), to develop personal

relationship with the students, the teachers have to show that they accept and

care, listen and pay attention, show their mental and physical availability toward

the students. Based on the research result, the teacher kept his good relationship

with the students by decreasing ego and being down to earth toward the students.

Then the teacher explained that he wanted to be a friendly teacher for his students.

Moreover, the teacher made pleasant and supportive atmosphere for

learning English in the classroom. Based on Dornyei (2001: 41), the ideal

classroom atmosphere is when there is no tension, there are no sarcasms or put-

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downs, there is mutual respect among students and teacher, and there is no

someone who feels insecure or anxious. Here, based on the interview data, the

teacher did not give some pressures and demands toward the students to create

enjoyable learning activity. In addition, the teacher also conducted democratic

class where every student can speak up or show his or her idea.

In creating basic motivational condition, the teacher also made a learning

group. Based on the research result, the teacher stated that by using group either

in pairs or discussion group, it can reduce students’ tension and reluctance in

language learning. Moreover, the teacher said that it was not only about grouping

but the teacher needed to prepare pleasant material. Then, the teacher assigned

the students in group. According to Anderman Eric and Anderman Lynley

(2014: 101), in designing cooperative learning groups as motivational technique,

the teacher should consider several aspect such as specific goals and outcome of

cooperative learning group, the type of cooperative group structure (what is the

most appropriate for the learning material and the students), the procedure for

how the group will operate, the teacher should monitor the students when they

work as a group, the evaluation of the students’ learning group effectiveness.

The second aspect of MTP was generating initial motivation. In generating

initial motivation, the teacher made the teaching material relevant and

appropriate for the students. According to Dornyei (2001: 66), for making the

teaching materials to be relevant, the teacher needs to find out the students’

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interests, needs and goals. The teacher can also create the subject matter relevant

with the students’ background and students’ everyday experiences. Based on the

research result, the teacher avoided to give monotonous material such as always

using paper based. The teacher also created the material that could make the

students to be curious and enthusiastic toward the material such as by using

learning video, music, and presentation that was also written on the teacher’s

lesson plan. Moreover, the teacher adjusted the teaching and learning material

with the students’ surrounding environment.

The third aspect was maintaining and protecting motivation. Here, the

teacher made appropriate task and homework for the students, protected

students’ self-confidence, gave the understanding of goals and benefits from

learning English, and made learning groups.

In maintaining and protecting motivation, the teacher made appropriate task

and homework for the students. Based on research result, the teacher created

homework or task by adjusting with English basic competence that was taught.

Moreover, to make homework and task were being appropriate, the teacher

adjusted with students’ environment. So, the students can relate among the task

and homework with their background knowledge. Those ways can attract

students’ interest because they can relate it with their personal condition.

However, if the task or homework should demand more on students’ pedagogic

comprehension, the teacher gave task or homework in general. It should be noted

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that not all of the tasks or homework could be made to be meaningful or in

authentic ways.

Furthermore, according to Anderman Eric and Anderman Lynley (2014: 28),

for choosing task and homework, the teacher has to consider for choosing the

tasks that are developmentally appropriate for the students (neither too complex

nor too simple), setting up the task on students’ personal interest, then choosing

the task that will allow the students feeling successful on that task, and giving

encouragement after the students finish the task.

The teacher also protected students’ self-confidence for maintaining and

protecting students’ motivation. According to Dornyei (2001: 142), to protect

learner self-confidence, the teacher can encourage the learners by showing what

the learners’ strength and abilities. The teacher can also show that the teacher

believes in the learners’ effort to learn and their capability to finish the task. Then

the teacher can also help the learners to diminish language anxiety by helping

them to accept that several mistakes that were made by them is part of learning

process.

Based on the research result, the teacher try to avoid the students for feeling

inferior (lack of confidence) such as by saying that the students were not wrong

but they only were not quite right or less in answering certain question. Moreover,

the teacher also made an effort to avoid the student to get bullying from others

such as when the teacher gave feedback, he tried to not give it spontaneously

because the teacher wanted to avoid the other students to give insult, ridicule, and

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even bully toward certain student. In addition, in teacher’s delivery, the teacher

chose simple delivery such as by using a tone of joke but meaningfully toward

the students.

The teacher gave the understanding of goals and benefits from learning

English. The teacher can encourage the students to select specific and short-term

goals for the students’ selef (Dornyei, 2001: 85). In addition, according to

Dornyei (2001: 51), in generating student’s motivation, the teacher can promote

positive language related-values and attitudes, one of values is instrumental value

that relates to the consequences and benefits from learning English. Moreover

according to Sardiman in Saefullah (2012: 295), the goals that are recognized and

accepted by students will be a motivational tool. Based on the research result, the

teacher showed that learning English was students’ provision to face global

competition era. The teacher also added if the students can master the language,

He or she will rule the world, he or she can access the windows as wide as

possible to the unlimited windows outside.

Then, to maintain and protect the students’ motivation, the teacher also made

learning group. By using learning group it can make a corporation among the

students in which the teacher can create a group task for the students and ask

them to work together (Dornyei, 2001: 100). Based on the research result, the

teacher decided a group type based on the material. For example, the use of small

group discussion is to discuss about something such as a character and how its

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description, then the teacher asked for the students to work in pairs when they

were making a conversation. However, it should be noted that for grouping the

students, the teacher prepared a pleasant material for group first then the teacher

delivered it to the students. So it was not only about asking for the students to

group but also how the teacher’s nature was important.

The last aspects of MTP was encouraging retrospective self evaluation. In

this case, the teacher provided feedback. He also increased learner satisfaction

by rewarding and appreciating the students’ progress. Last, he assesed students’

performance in learning English.

To encourage retrospective self evaluation, the teacher gave appropriate

feedback toward the students. According to Dornyei, (2001: 125), for providing

motivational feedback, the teacher should notice and react for every positive

contribution from the students, the teacher can provide regular feedback to

students’ progress in learning, the teacher can also give feedback in areas that the

students particularly concentrate on. Based on the interview result, the teacher

gave feedback to keep students’ enthusiasm to learn after the teacher looked the

students’ process. For instance, the teacher gave feedback on students’ paper

after the students can finish their work such as in writing activity. However, in

speaking activity, the teacher gave feedback collectively after all of students did

it in front of the class.

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Then, the teacher also increased the learner satisfaction by rewarding and

appreciating the students’ progress. According to Anderman Eric and Anderman

Lynley (2014: 56-57), for using reward effectively, they recommended several

ways, some of ways are by creating reward that will be available for all of the

students, by giving reward for students effort and improvement, and by

considering whether the reward will be showed privately or publicly. Here the

reward must also be informational, so the students should know the reason why

they get the reward.

In this case, the teacher gave a reward or comment in which it purposed for

keeping students enthusiasm to learn English. The teacher generally gave the

words such as good, good job, keep learning and so on, after the students learnt

or got learning outcomes. Based on the interview, the teacher explained that the

words such as good job or keep learning were negligible but very meaningful for

the students. In addition, the teacher also gave appreciation or reward such as

giving applause in front of the class when the students wanted to come forward

or be volunteer. Here, it should be noted that the teacher did not give reward in

material form for the students.

The last, the teacher assessed students’ performance in learning English.

Based on Anderman Eric and Anderman Lynley (2014: 64), the types of

assessment used in each classroom influence to students’ motivation in different

ways, assessment can give positive effect or negative effect to the students’

motivation, so it needs teacher consideration in choosing and creating the type of

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assessment. The types of assessments in general are formal assessment (such as

examination and standardized examination) and informal assessment (by

assessing students’ daily experience such as conversation, classwork and group

activities). Based on the research result, the teacher assessed the students in three

domains. They were attitude, knowledge and skill. For attitude assessment, the

teacher noted how the students attitudes in English classroom. For knowledge

assessment, the teacher used the result of assignment, examination or classroom

discussion. The last, for skill assessment, the teacher used several ways such as

using practice or project. Those teacher’s choices in assessing the students were

also proven by teacher’s lesson plan.

Based on the interview, the teacher realized that the result of assessment can

make the students to be demotivated. Therefore, the teacher added some notes in

order to the students stayed to be motivated by the score and they will develop

and realize their mistake in which they will fix in in the next chance. It also

related with the students’ attribution. According to Dornyei (2001: 117), the term

of attribution means the explanation why the people get success and failure in

which the teacher can encourage the learners to explain their failure reason for

example by using notes. After discussing about the teacher motivational

strategies, the next discussion was the students’ responses toward those

strategies.

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2. The Students’ Responses toward Their English Teacher Motivational

Strategies.

After the researcher discussed about teacher motivational strategies. Here

the researcher discusses how students’ responses toward those motivational

strategies based on the result of interview and questionnaire from the students. In

this case, mostly students gave positive responses toward their teacher strategies.

However, there are some aspect that should be noted from the students’

responses. Here the researcher discuses one by one how the students responses

for those strategies.

First, in discussing teacher’s behavior and the relationship among the

students and the teacher, the students gave positive responses. Based on the

interview with the students, it can be known that the relationship among the

students and teacher was good enough. More specifically, the student stated that

good relationship was influenced by the teacher’s good ways in delivering the

material in front of the class. In addition, from the questionnaire, the student

explained that the teacher was kind, friendly and patient when he taught the

students. According to Dornyei (2001: 31), appropriate teacher behavior and

good relationship with the students are one of motivational condition that they

are indispensable precondition to generate students’ motivation effectively.

Second, the students’ Responses toward pleasant and supportive atmosphere

for learning English in the classroom. According to the result of questionnaire,

mostly students were enthusiastic in following English learning activity. Here,

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the students explained that their teacher taught them softly and playfully. The

teacher were also interactive and not tedious. Moreover, the student liked to

follow the activity because the teacher provided several games. So it can be

known that the students gave positive responses toward the teacher’s ways in

making a pleasant and supportive atmosphere for the students that was indicated

by the students’ enthusiasm.

However, there was student in which he stated that he were bored because

the too long duration in learning English. According to education and culture

minister regulation of the Republic of Indonesia no. 35 in 2018, English subject

for seventh grade receives four hours of study in a week. One hour of study is for

40 minutes. But, there are twice of lesson meeting of English subject in a week

so in one meeting, the duration is 80 minutes. In addition, according to William

and Burden in Solak (2012: 243), learning environment such as learning time,

class size, school facility, school characteristic, school comfort, resources was

being external factor that it influenced the students’ motivation to learn.

Third, the students’ responses toward learning group either in pairs or in

small group discussion. Based on the result of questionnaire, the almost all of

students responded positively to learn English in group. Here, the researcher

asked the students whether they liked to learn in group or not. However there was

one student that she did not like to learn English in group. So it can be known

that the students here had different learning style. Almost all of students liked to

learn in group but there was one student who did not like that way. According to

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James E. Purpura, (2014: 535), based on personality preference, learner’s style

was divided into extroverted in which student prefers to learn by looking outward

(better working with others) and introverted: student prefers to learn by looking

inward (better by working alone).

Fourth, in discussing students’ responses toward teaching material, based on

the interview with the students, it can be stated that the students give positive

responses that was indicated by the students’ comprehension toward material yet

the students still face a little bit difficulty in understanding the material. However

based on the student statement, the teacher explained the material until the

students could understand it. According to Davis (209:278), to encourage the

students for becoming self-motivated learners, one of strategies is by helping the

students to find personal meaning and value in material. And the teacher did it

by making the students until understood the material. According to the student’s

statement, the teacher also used several methods and media to deliver the material

so it made the students to be easier in understanding the material.

Fifth, the students responded positively toward task and homework from the

teacher. According to Davis (2009: 278), for encouraging the students for

becoming self-motivated learners, the teacher needs to ensure the opportunities

for students’ meaningful success in assigning the task that it is neither too easy

and fail to challenge the students nor it is too difficult and overwhelm for the

students. So, in this case the researcher asked the students whether the student

work and submit the task or homework on time or not. According to the

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questionnaire result, mostly the students carried out and collected their tasks on

time. There were only nine of 48 students that they did not submit the task on

time. Therefore, it can be known that the majority of the students gave positive

responses to learn English in group by knowing that the students carried out and

submitted the task and homework on time, it can be known that they can finish

off their task.

Sixth, the students’ responses toward teacher‘s effort to protect their self-

esteem and self-confidence in English classroom. Based on the interview result,

it can be stated that the teacher succeed in protecting the students’ confidence.

According to Dornyei (2014: 526), There are two key aspect in confidence

building, they are providing encouragement and reducing language anxiety. Here

the teacher should realize that in the language classroom, an inherently face-

threatening environment carries the danger of making mistake even in stating a

simple sentence (Dornyei, 2014: 526).

From Dornyei’s statement above, to know how the students’ responses

toward their teacher’s effort, the researcher asked whether the students ever got

uncomfortable feeling from teacher critiques and statements or not. Based on the

interview result, all interviewee never got uncomfortable feelings toward the

teacher’s critiques and statements. The student explained that the teacher stated

about the student’s weakness however there were no critiques that did not quite

deign in students’ hearts.

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Seventh, based on the questionnaire data, the students could understand the

goals and benefits from learning English. So it can be stated that the teacher’s

effort in making the students to get an understanding about English learning goals

and benefits succeed and the students gave positive responses. According to

Sardiman in Saefullah (2012: 295), by understanding the goals, the students will

have an effort for achieving the goals and making the students diligent to learn.

Based on the questionnaire result, the students realized that from learning

English, the student can be able to communicate with foreigners, get extensive

knowledge, and get good future carrier. Here the students knew that English is

international language so it is crucial to be learnt.

Eighth, based on the result of interview and questionnaire, the students gave

positive responses toward the teacher’s feedback. According to William and

Burden in Solak (2012: 243), one of external factor that influences student

motivation are reward, praise, feedback, sanction and punishment from the

significant people who interact with the students. The student explained that the

teacher’s feedback could increase the students’ enthusiasm to learn English more.

Based on the questionnaire, mostly students were studying again after the

learning activity in the classroom. Moreover, the students explained that the

teacher gave feedback in a good way either in critique or suggestion. They could

also understand the teacher’s feedback because the teacher delivered it briefly,

clearly and easily to be understood by the students.

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Ninth, in discussing how the students’ responses toward teacher’s reward

and appreciation to motivate them to learn English, based on the result of

questionnaire, it can be known that the students responded differently toward

reward and appreciation from the teacher. There were students who were highly

motivated by using reward or appreciation, there were students who were

constantly motivated either there was reward or not, and there were students who

were not motivated by reward because the thought that learning English was their

own sake. Here, the students’ responses were relate to student’s motivation type

theory that in general it divided into intrinsic motivation, extrinsic motivation

and amotivation.

However, in this case the researcher discusses only on intrinsic and extrinsic

motivation because there was no student who did not have motivation to learn

English. According to Dornyei and Ushioda (2013: 23), intrinsic motivation is

related with behavior that is performed for its own sake to experience satisfaction

and pleasure, such as a joy of doing activity or satisfying one’s curiosity. In the

other hand, extrinsic motivation is related to the behavior to get separable end

such as receiving reward or avoiding punishment (Dornyei and Ushioda, 2013:

23). Furthermore, extrinsic motivation also arises from environmental incentive

and consequence such as praise, attention, privilege, extra credit points, and

public recognition (Reeve, 2009: 114).

Then, the last students’ responses are the students’ responses toward the

assessment from the teacher. Based on the interview result, it can be known that

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from the result of assessment (score and teacher’s notes) the students could

correct their mistakes and make them to learn the material more. According to

Sardiman in Saefullah (2012: 294-295) scores as a symbol of learning outcome

can give strong motivation to students. Because it can arouse the desire of

students to improve their grades either on test scores or on report scores. In

addition, by knowing the result, the students will be motivated to keep learning.

Here, the students hope that their result will increase. Therefore, based on the

interview result, it can be concluded that the students responded positively

toward the result of assessment.

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

This chapter showed the conclusion of the result of the research. After

conducting the research in SMP Muhammadiyah 5 Surakarta, the researcher found

10 teacher motivational strategies and different students’ responses toward those

motivational strategies.

To keep students motivation in learning English, the teacher made some

motivational strategies for his students. According to the motivational teaching

practice theory by Dornyei (2001), there were four aspects in motivating the

students. Those aspects were creating motivational basic condition, generating intial

motivation, maintaining and protecting motivation, and encouraging retrospective

self evaluation.

For creating basic motivational condition, the teacher made three strategies.

First, the teacher kept his behavior and good relationship by the students. For

example, the teacher stressed that among the teacher and the students should be

respect each other and the teacher should be a friendly teacher for the students. Then,

based on the data the students gave positive response about their teacher behavior

and relationship toward the students. The students explained that the relationship

among them was good and close. The students also explained that their English

teacher was kind, friendly, and patient.

107

Second strategy, the teacher created pleasant, enjoyable and supportive

atmosphere for learning English in the classroom so the students will not feel

boredom during the learning activity. For this strategy, mostly students gave

positive responses. It can be seen by their good enthusiasm in learning activity.

However there was still student that was feeling bored because of the English lesson

duration.

Third strategy, the teacher also used learning group for his students. The teacher

used small group discussion and in pairs for his students to learn English. In

addition, by using learning group the teacher can reduce the students’ tension and

reluctance in learning English. Here, the students also gave positive response

because they like to learn English by using group though there was still student that

stated she did not like it.

Then, in generating initial motivation, the teacher used one strategy. The

teacher made the English teaching and learning material to be interesting, relevant

and appropriate for the students. In this case, the teacher also avoided monotonous

material by using various media for the students and prepared material that it can

make the students being curious. The material can also relate with the students real

life. Meanwhile, the students stated that they understood well with the material

though they still had problems such as in English dialogue. However, the use of

various media also made the students easier in understanding the material.

Next, for maintaining and protecting motivation, the teacher used four

strategies. First, the teacher created appropriate task and homework for the students.

108

Here, the teacher adjusted the task or homework based on English basic competence

that was taught before. The teacher also made the task or homework that can relate

by the students background knowledge and environment. Then, based on the

questionnaire result, the students respond the task or homework positively because

the majority of students finished and submitted the task or home work on time.

Second, the teacher tried to protect the students’ self-confidence. The teacher

was protecting the students from bully, ridicule, and insult for example in giving

feedback, the teacher did not give it spontaneously and did not say that the students

were “wrong”. It was to avoid the students felt inferior. Meanwhile, the students

also admitted that they never felt uncomfortable by the teacher’s critique. So it can

be said that the students gave positive responses toward this teacher’s effort.

Third, the teacher made the students understanding about the goals and benefits

from learning English such as English has been important in global competition era

and English has been important because it is an international language. Based on the

data result, the students respond positively, it can be proven by their understanding

about the goals and benefits of English.

Fourth, to build corporation among the students, the teacher created learning

group for the students. Based on the research result, it can be known that the students

like to learn English through learning group. But, it should be noted that the

researcher had discussed about learning group before in the part of creating basic

motivational condition.

109

The last, for encouraging retrospective self evaluation, the teacher used three

strategies. First, the teacher gave feedback to the students. Feedback was also a

correction tools. Feedback was not given only “good” “excellent” but the teacher

gave a note for the students. Furthermore, for teacher’s feedback, the students

responded positively. It can be seen by the students’ statements in which they can

understand and accept the feedback because the teacher delivered it briefly, clearly,

and easily to be understood by the students. In addition, the student could increase

their enthusiasm in learning English to be more energetic from teacher’s critique

and suggestion.

Second, the teacher also used reward and gave appreciation to the students’

progress in learning English such as giving applause or saying good, excellent, and

so on. Meanwhile, the students responded differently toward teacher’s reward and

appreciation. There were the students who highly motivated by using reward and

appreciation but the others were not. Some students stated that the reward can

increase their enthusiasm to learn yet the other students stated that they learnt

because of their own sake not the reward. However, there were students also that

they were motivated either by reward or not.

Third, the teacher used assessment to motivate the students. By knowing the

result of assessment the students can fix their mistakes in learning English.

Furthermore, in giving result, the teacher not only gave a score but also a note for

the students. The reason was for avoiding the students being demotivated when they

got a bad scores. Moreover, by that note, the students can realize their mistakes and

110

the can fix those mistakes in the next chance. Meanwhile, based on the interview

result, the students gave positive responses. They can know their mistakes by

knowing the result of assessment. Then they stated that they wanted to fix their

mistakes by learning English diligently. That was all about the research conclusion.

B. Suggestion

Based on the conclusion above, the researcher would like to suggest as follow:

1. For the students

In understanding the teacher material, certain students still had difficulty in

dialogue. So the researcher suggest the students to improve their speaking skill

and rich their vocabularies to make them easier in delivering and understanding

the dialogue.

2. For the teacher

Because there was only one strategy in generating initial motivation. The

researcher suggest the teacher to add motivational strategies in generating initial

motivation for the students.

3. For the other researchers

The researcher realized that this research was far from the word “perfect”. There

were still several aspects about teacher motivational strategies that were not

discussed. It needed to be researched more. Therefore, the researcher hoped that

the other researchers can conduct the research to observe and discuss about

teacher motivational strategies deeper

.

111

4. For the school

The school should provide more facilities and media for English lesson to make

the students more enthusiastic and motivated to learn English. So it can make the

students easier in understanding English materials and they can avoid their

boredom in learning English.

112

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APPENDICES

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Appendix 1. Field note of pre-observation

Researcher : Tazkiyah Firdausi

Date : Wednesday, 13 November 2019

Time : 10.45 – 11.30

Location : SMP Muhammadiyah 5 Surakarta

Class : 7C (Regular class)

Note : class observation

At 10.30 the teacher invited the researcher to watch what the students did in the

classroom. Moreover, the teacher stated that in that time he gave refreshment for the

students by watching movie. Then at 10.45 the teacher and the researcher came to the

class. In the classroom the students were watching documenter movie about the

phenomenon of 10th November in Surabaya. The students watched the movie by using

LCD projector. The movie was using English either in its dialogue or in its subtitle.

There were 30 students in the classroom.

The teacher asked the students to focus and pay attention on the movie. Then, the

students focused to watch the movie. Yet, there were some students who did not watch

the movie because they were sleepy and bowing on the table. Next, the teacher

admonished those students in a good way. The teacher said, “ayo yang lagi nunduk

perhatikan film nya atau kalian boleh ke kamar mandi buat cuci muka biar nggak

ngantuk”. It means that the teacher asked those students to go to toilet for washing their

face, so they can feel fresher than before. Then there were students who they stayed in

the class but there were two students who they went to toilet. After that moment, the

students focused to watch the movie again. The teacher gave his attention toward the

students from in front of the class. After 30 minutes in the classroom, the teacher asked

permission to the students for going out from the class. After that the teacher and the

researcher went out from the class.

Appendix 2. The interview guidelines

Interview with the teacher 1

List of questions

1. Bagaimana cara guru memotivasi siswa?

2. Adakah kendala atau kesulitan yang dihadapi guru saat memotivasi siswa? Jika

ada apa penyebabnya

3. Bagaimana solusi yang diambil guru untuk mengatasi kendala tersebut?

4. Apakah guru dan siswa memiliki aturan khusus dikelas bahasa inggris? Jika ada

seperti apa peraturannya?

5. Bagaimana cara guru menjalin kedekatan dengan siswanya?

6. Bagaimana cara guru membuat suasana kelas untuk belajar bahasa inggris menjadi

menyenangkan?

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7. Bagaimana cara guru menyampaikan kritik, saran atau umpan balik kepada siswa?

8. Bagaimana cara guru mengapresiasi keberhasilan siswa?

9. Bagaimana cara guru dalam membuat tugas atau PR yang menarik untuk siswa?

10. Apakah guru juga membuat kelompok belajar untuk siswa?

11. Bagaimana cara guru mengevaluasi kegiatan belajar bahasa inggris siswa?

Interview with the teacher 2

List of questions

1. Bagaimana proses pembelajaran di kelas bahasa inggris kelas 7?

2. Skill bahasa Inggris apa yang lebih banyak dipelajari di kelas 7?

3. Bagaimana materi dan tema pembelajaran di kelas 7?

4. Media pembelajaran apa saja yang digunakan pada pelajaran kelas bahasa inggris?

5. Faktor apa saja yg mempengaruhi guru memberikan suatu strategi untuk

memotivasi siswa belajar?

6. Apa saja manfaat dan tujuan belajar bahasa Inggris yg diberitahukan guru kepada

siswa?

7. Apakah dengan belajar secara berkelompok bisa meningkatkan

keinginan/kemauan siswa dalam mempelajari bahasa Inggris?

8. Apakah manfaat dari pemberian nilai/ score untuk siswa?

9. Bagaimana cara guru apabila melihat kebosanan siswa saat belajar?

10. Bagaimana learning style siswa sendiri?

Interview with the students

List of questions

1. Bagaimana hubungan antara guru dengan siswa? Apakah terjalin dengan baik?

2. Apakah siswa memahami materi pelajaran yang disampaikan guru?

3. Apakah guru menyampaikan materi pelajaran dengan cara yang menyenangkan?

Jika iya bagaimana caranya?

4. Apakah guru pernah membanding-bandingkan siswa ketika di kelas bahasa

inggris?

5. Bagaimana cara kamu mengetahui penyebab kamu berhasil atau gagal ketika

belajar bahasa inggris?

Appendix 3. Transcript interview

Transcript interview with the teacher 1 (24th June 2020)

Researcher : Assalamualaikum pak Adi, apa untuk hari ini jd bisa untuk wawancara

nya pak?

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Mr. Adi : walaikumsalam, iya mbak

Reseacher : langsung saja ya pak, Bagaimana cara guru memotivasi siswa untuk

semangat belajar bahasa Inggris?

Mr. Adi : yang pertama d awal pembelajaran kami beri pengertian bahwa bahsa

inggris bisa bahasa inggris itu kepentingan anak-anak bukan kepentingan

bapak ibu guru kemudian manfaat dari mempelajari bahasa inggris sendiri

itu apa, jadi anak-anak tidak buta ketika belajar bahasa inggris tujuan dan

manfaatnya untuk mereka bukan sekedar mencari nilai. Yang kedua untuk

memotivasi anak-anak yaa agar tetap semangat kita beri materi-materi yang

membuat mereka semangat dan curious mungkin dengan menggunakan

berbagai media biasanya video dan music. Kemudian materi yayang

diberikan itu tidak monoton karena biasanya anak males karena materi

yang digunakan monoton apalagi paper based begitu. Kemudian ada juga

kegiatan macem-macem yaa, salah satunya project based, project based

task anak diminta untuk membuat sesuatu. Kemudian biar tetap semangat

kita kasih ee reward dan comment biasanya begitu.

Reseacher : Baik pak, lalu untuk no 2. Adakah kendala/kesulitan yang dihadapi guru

dalam memotivasi siswa? Jika ada apa kemungkinan penyebab nya

Mr. Adi : kalau kendala pasti ada mbak, karena kebetulan saya kelas 7 dan kelas7

dikita itu input nya berbeda-beda ada yang sudah pemahaman bahasa

iggrisnya itu baik kareena di sd sudah diajarkan ada yang sama sekali

belum, jadi memang background knowledge anak-anak di kita terutama

kelas7 tu sangat beragam mungkin itu. Kemudian untuk kesulitan

memotivasi siswa ee kadang kita belum bisa menemukan formulasi yang

tepat untuk memberikan motivasi yang terbaik, itu saja mungkin mbak.

Keduanya mungkin selain itu adalah dari anak-anak sendiri, tidak semua

anak tidak termotivasi dengan 1 perlakuan yang sama, dan mungkin dalam

paradigm anak-anak itubelajar bahasa inggris itu memang susah dan atau

memang dari awal tidak suka belajar bahasa inggris. Walaupun kita tetap

memberikan mereka motivasi untuk semangat belajar. Itu saja

Reseacher : lalu sejauh ini apa langkah / solusi yg sudah di ambil guru untuk mengatasi

kendala/kesulitan tersebut?

Mr. Adi : selama ini yaa kita berikan perlakuan secara kolektif sama di depan kelas

di dalam kelas untuk memberikan motivasi secara umum, sedangkan untuk

khasus-khasus tertentu mungkin perlu adanya pendekatan yang lebih

secara personal. Biasanya kita lakukan secara personal pada anak mungkin

dengan didekati baik-baik, diberi pengertian, kemudian biasanya yang

paling efektif itu adalah memberi semangat memotivasi dengan

mengatakan atau eee apa yaa memuji mereka, “sebenarnya kamu itu bisa

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lho mas kamu kurang rajin saja dan sebagainya. Itu adalah contoh yang

paling mudah.

Reseacher : lalu pak Adi agar bisa menjalin hubungan yg baik dan dekat dengan siswa

apa kira2 yang selalu dilakukan guru

Mr. Adi : untuk menjaga hubungan yang dekat itu lebih kepada saling membumi

saling merendahkan hati mengurangi ego. Di awal kita beri pengertian

bahwa kita punya tujuan yang sama, bapak/ibu/saya itu sebagai guru

tujuannya sama saya dan kamu itu punya tugas yang sama, saya pengen

kamu cerdas dan kamu pengen dirimu cerdas dan pandai. Tugas negara

saya adalah membawa kamu ke generasi atau masa depan yang lebih baik.

Kamu juga belajar demi masa depan yang lebih baik. Kedua kita kurangi

membentak-bentak, kita kurangi meninggikan nada biasanya begitu. Anak-

anak tahu kalau kita itu bukanorang yang friendly yaa mereka bakal enggan

untuk belajar. Ee yang pertama dan kedua itu. Intinya beri pengertian

kepada anak bahwa belajar itu adalah kepentingan mereka, mereka dan

guru itu mempunyai tujuan yang sama yaitu membuat/ mengantarkan atau

demi membuat generasi masa depan yang lebih baik. Kedua kita harus

lebih menurunkan ego, tidak boleh menunjukan bahwa guru itu garang itu

tidak boleh. Ee jadi agar-agar anak juga segan dengan kita. Kita disegani

bukan ditakuti.

Reseacher : Lalu pak terkait dengan peraturan kelas, apakah d kelas bahasa Inggris

guru bersama siswa memiliki aturan-aturan khusus yg dibuat bersama??

Mr. Adi : kalau itu mungkin antar guru satu dengan guru yang lain berbeda. Kalau

saya sederhana yang pertama ketika saya berbicara mereka harus

mendengarkan, ketika nanti mereka waktunya berbicara saya

mendengarkan. Itu adalah salah satu aturan yang mendewasakan kami

bersama. Jadi anak-anak punya waktu saya juga harus diberi waktu.

Kemudian eee yang itu tadi terkait dengan turn biking yaa termasuk norma

yang berlaku di masyarakat juga. Yang kedua yaa peraturan standar di

kelas sih seperti tidak makan dan lain sebagainya, tapi terkait dengan

normatifnya ketika belajar itu aturan yang saya pakai sebagai aturan baku.

Reseacher : Tadi di awal bapak menjelaskan mengenai belajar yg menyenangkan, jadi

bagaimana cara pak Adi dalam membuat suasana belajar bahasa Inggris

menjadi menyenangkan?

Mr. Adi : yaa bagi saya pribadi belajar yang menyenangkan itu adalah belajar yang

mengikutsertakan semua warga kelas, kemudian belajar yang tidak

memberikan tekanan-tekanan kepada anak. Tidak terlalu menuntut kepada

anak. Kemudian belajar menggunakan materi yang bisa diterima oleh

setiap anak yang ada di dalam kelas meskipun nanti tingkat pemahaman

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nya akan sangat berbeda-beda materi yang bias berterima kepada semua

anak di dalam kelas bagi saya itu. Belajar di dalam kelas itu bagi saya juga

eee belajar yang tidak selalu menuntut testing atau pengujian atau

pengambilan nilai dalam bentuk tes, tapi lebih kepada proses-proses dan

kegiatan yang menyenangkan yang tentunya berdasarkan menyandari

teori-teori bahasa inggris.

Reseacher : Lalu pak mengenai PR dan tugas2 yg diberikan kepada siswa, bagaimana

cara guru dalam membuat PR dan tugas siswa agar siswa tertarik dan

semangat dalam mengerjakannya?

Mr. Adi : untuk PR yaa biasanya kita berikan sesuai dengan KD yang diajarkan tapi

ketika pekerjaan rumah atau penugasan yaa yang diberikan bisa dibuat

sesuai dengan lingkungannya, atau kita sebut dengan sumber-sumber

kegiatan yang natural dalam penggunaan bahasa kita buat seperti itu. Tapi

ketika itu memang harus menuntut lebih kepada pemahaman pedagogic

mereka ya kita berikan seperti penugasan PR pada umumnya. Memang

tidak semua penugasan/PR bisa dibuat bermakna dan dalam penggunaan

bahasa secara natural atau kita biasa sebut authentic material dan lain

sebagainya tidak bisa memang harus ada PR yang diberikan secara yaa

seperti biasanya seperti PR tertulis menjawab pertanyaan yang kaitanya

dengan pemahaman dan lain sebagainya. Yang bisa membuat tertarik

adalah kita sesuaikan dengan materi yang sesuai dengan lingkungan sekitar

mereka. For example tentang pengenalan orang yaa orang yang paling

dekat yaa contohnya pengenalan orang tua mereka. Mereka akan

bersemangat atau tentang deskripsi contohnya. Deskripsi tentang apa yang

ada disekitar mereka jadi mereka bisa relate antara penggunaan bahasa dan

background knowledge yang sudah ada. Jadi mereka tetap tertarik dan tidak

terlalu berat semuanya bisa mencoba.

Reseacher : Lalu pak untuk belajar berkelompok, apakah itu jg d gunakan di kelas 7

bahasa Inggris? Jika iya bagaimana biasanya respon siswa saat belajar

secara berkelompok?

Mr. Adi : kalau belajar berkelompok kita biasa gunakan dalam in pairs atau small

group discussion kalau in pairs yaa biasanya tentang ee bikin conversation

karena memang anak kelas 7 tidak bisa secara emm belum bisa yaa karena

tidak semua anak kelas 7 bisa secara spontan untuk berkomunikasi atau

making conversation biasanya mereka in pairs bikin conversation.

Kemudian untuk belajar berkelompok biasanya small group discussion.

For example kita ada eee kita bikin small group discussion identifying the

characters kemudian tentang deskripsinya bagaimana. Itu adalah hal yang

menyenangkan bagi mereka asalkan materi yang disampaikan dan

penyampaiannya menyenangkan kegiatan belajarnya atau kegiatan yang

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ditugaskan juga akan menyenangkan tergantung pembawaan kita jadi tidak

sekedar mereka disuruh berkelompok no, disiapkan materi yang

menyenangkan kemudian ditugaskan secara berkelompok.

Reseacher : Lalu setelah kegiatan belajar dan pembelajaran. Bagaimana cara guru

dalam menyampaikan kritik, saran dan feedback kepada siswa?

Mr. Adi : kalo secara spoken yaa kita dekati ketika mereka membuat, katakan eee

membuat karya yaa writing begitu, yaa kita dekati sedikit satu-satu, dalam

prosesnya waktu proses awal kalo sudah ee produksi secara mandiri kita

kasih feedbacknya d paper mereka ee biasa kita kasih feedback di kertas

kemudian kalau kegiatannya secara spoken yaa feedback nya kadang kita

kolektif kita kan nggak bisa langsung ee menunjuk 1 atau 2 nama orang

kemudian diberi feedback langsung gitu kan nggak, kita biarkan mereka

selesai dulu baru kita evaluasi begitu. Say for example pembenaran

pronunciation, ada gesture seperti itu jadi kita mencoba yaa walaupu

kadang walaupun kelupaan kita encoba melindungi anak dari perundungan

katakana kalo eee kita kasih feedback secara spontan waktu itu juga eee

anak yang lain kemudian merundung, mencemooh, atau mengejek gitu kan

bully gitu kalau sekarang nah gitu kalau nggak yang paling simple adalah

penyampaiannya, penyampaiannya jangan secara serious kita pakai nada

yang lebih bercanda tapi bermakna begitu

Reseacher : Baik pak lalu terkait apresiasi, bagaimana cara guru mengapresiasi siswa

dalam belajar?

Mr. Adi : kalau saya pribadi yaa bentuknya yaa feedback kemudian dalam belajar

anak atau hasil belajar anak atau penugasan anak kita biasanya kasih good,

good job begitu walaupun kecil sangat bermakna bagi anak-anak.

Kemudian bagi yang belum yaa ee keep learning and so on. Kemudian

kalau secara spoken yaa biasakan mengaresiasi anak-anak dan dalam

bentuk apa eee kita berikan penghargaan yang setinggi-tingginya bagi

volunteer nanti kita kasih applause dan sebagainya jadi mereka yang mau

volunteer berarti mendapat penghargaan dan besok jika sudah begitu

mereka tidak ragu-ragu lagi, akan membentuk atmosfer kompetitif yang

sehat jdi bagi yang mau maju atau mau volunteer atau mau menjawab itu

akan ada reward atau apresiasi, applause paling tidak. Kemudian kita

berikan good job dan sebagainya juga semuanya yang sudah maju kita

biasakan yaa kita biasakan untuk memberi penghargaan apresiasi applause

lah paling tidak itu saja. Kalau untuk berbentuk materi we don’t have that.

Kemudian kalau berbentuk yang lain seperti papan apresiasi kita tidak

punya itu. Mungkin itu biasanya SD. Selain itu kita dari awal mengatakan

bahwa kelas bahasa inggris Mr. Adi adalah kelas yang demokratif semua

boleh ngacung boleh menjawab kita tidak bilang salah yaa belum tepat atau

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kurang tepat jadi tidak ada yang merasa minder ketika mereka menjawab

jadi semuanya boleh menjawab kita kelas demokratis siapa yang mau

bertanya atau menjawab silahkan acungkan tangan. Kemudian kita tidak

menjudge anak salah begitu tidak kurang tepat jadi eee semuanya

termotivasi untuk menjawab kalau sudah demotivated karena sekali

menjawab dibilang woe salah dan lain sebagainya kemudian diejek

temannya besok lagi mereka akan malas belajar males menjawab

Reseacher : Baik pak Adi ini mungkin pertanyaan terakhir, bagaimana cara guru

dalam mengevaluasi kegiatan belajar bahasa Inggris siswa?

Mr. Adi : kalau untuk mengevaluasi saya ada dua cara mbak kalau saya pribadi yang

pertama menanyakan pada anak-anak bagaimana pelajaran kita kira-kira

kalian mau apa seperti itu jadi selain kita yang memberi kita juga menerima

request dari anak kemudian kita sesuaikan dengan KD dan program

pembelajaran kita maksudnya sesuai dengan silabus yang kita apa sih nanti

yang bisa diminta apakah nanti kita bisa mengakomodasi permintaan anak-

anak tapi tetap sesuai dengan ranah pembelajaran kita atau ketercapaian

kompetensi dasar. Kemudian yang kedua kita konsultasikan dengan guru

satu rumpun dan guru mapel yang sama, karena kita ada 3 tingkat dan

kebetulan ada 3 guru jadi yang lebih senior dari saya tentunya kita

konsultasikan kepada beliau-beliau bahwa eee ini pembelajaran saya

kurang bagaimana atau mungkin dari beliau-beliau ada ee usulan atau

bagaimana kita saling melengkapi kita terapkan pada anak-anak selain itu

juga ikut serta dalam forum seperti MGMP kemudian forum-forum dalam

grup tertentu grup discussion gitu itu juga sebagai saran evaluasi kita

sebagai sarana kita juga untuk belajar menjadi guru belajar yang lebih baik

Reseacher : Oiya pak Adi, ini pertanyaan tambahan, 12. Bagaimana sistem penilaian

yg digunakan guru pada hasil kegiatan belajar siswa?

Mr. Adi : kalau penilaian seperti standarnya kita ada penilaian pengetahuan,

penilaian ketrampilan dan penilaian sikap untuk ketrampilan biasanya kita

ada beberapa cara yang pertama mungkin praktik kemudian ada proyek.

Kalau pengetahuan bisa dari hasil penugasan atau ujian atau ketika

discussion dalam kelas. Kemudian ada sikap juga attitude anak juga yang

nanti kita catat dan tambahkan pada penilaian waktu pembuatan nilai hasil

belajar selama periode tertentu

Reseacher : Baik pak Adi saya rasa cukup untuk wawancara online nya, terimakasih

banyak atas partisipasi pak Adi, untuk selanjutnya sy jg minta izin kepada

pak Adi untuk bisa mewawancarai bebera siswa rencana 3 anak dr 7a, 3

anak dr 7b dan 4 anak dr 7c.

Mr. Adi : Oke nnti coba saya cari yang representatif

126

Reseacher : Baik pak Adi, terimakasih pak atas bantuannya pak

Transcript interview with the teacher 2 (21st October 2020)

Reseacher : assalamualaikum pak adi, untuk wawancaranya bisa jadi jam 7 pak?

Mr. Adi : saged mbak

Reseacher : bias dimulai sekarang pak?

Mr. Adi : iya mbak, bisa

Reseacher : yang pertama bagaimana proses belajar mengajar (pembelajaran) bahasa

inggris selama ini yang diberikan guru kepada siswa kelas 7?

Mr. Adi : ini yang sebelum pandemi ya settingnya?

Reseacher : iya pak, namun bias diinfokan sedikit untuk model pembelajaran saat

pandemic juga pak

Mr. Adi : untuk pembelajaran di SMP Muhammadiyah 5 khususnya di kelas saya

ee kita laksanakan sesuai dengan petunjuk pemerintah sesuai dengan

standar pendiddikan diantaranya sesuai dengan standar isi dan standar

kelulusan dan standar proses pendidikan. Untuk kegiatan poses belajar

mengajar seperti biasa kita beracuan pada silabus kemudian kita buat RPP

yang juga beracuan berdasarkan anjuran atau kesepakatan oleh

stakesholder atau pengawas. Sebenarnya kita menggunakan metodologi

pembelajaran bahasa tetapi dalam prakteknya untuk penamaan kita

equivalenkan dengan apa yang ada di scientific approach metode saintifik

atau pendekatan saintifk, jadi tetap menggunakan observasi dan sebagainya

tapi pada hakikatnya itu adalah metode pengajaran bahasa sesuai dengan

ahli bahasa yang nama-nama stepnya saja yang di equivalensikan dengan

metode pengajaran saintifik. Kemudian untuk pembelajarannya seperti

biasa, standar diawali dengan pembukaan salam, kemudian recalling the

last activities or lasson, kemudian kalau ada penugasan kita bahas ,

kemudian untuk pebelajarannya karena ini pembelajaran bahasa yang

diharapkan student center begitu maka kegiatannya dipusatkan kepada

aktivitas siswa yang bisa membantu mereka acquiring the language salah

satunya dengan memberikan penugasan-penugasan atau activity-activity

yang represant the real life activities atau biasa kita sebut dengan authentic

task seperti itu, tapi tidak semuanya harus authentic task karena kita sadari

tidak semua authentic task bisa kita sharing untuk dijadikan activity eee

anak-anak kita bangun mulai dari scaffolding nya dari awal word by word

kemudian kita ajarkan the expression and then we start with the nearly

authentic task atau task-task yang penugasan-penugasan yang hamper

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mirip dengan kenyataan dengan role playing dan lain sebagainya atau

mungkin tas yang bisa diaplikasikan dikehidupan aslinya sehari-hari.

Kemudian pengajaran lagi kita biasa berikan ee untuk task nya seperti itu

kita juga biasa berikan reflection dan conclusion di akhir pembelajaran kita

sisakan 10 menit kita adalah kelas yang demokratis, setelah 10 menit kita

selesai diskusi task dan lain sebagainya, di akhir pembelajaran kita beri

waktu anak-anak untuk bertanya, kemudian kita pancing yaa mau tidak

mau untuk keadaan sekarang anak itu kita pancing untuk menyimpulkan

pelajaran yang mereka dapatkan, kemudian diakhir dari pembelajaran

mereka membuat refleksi gimana belajar tentang ini kemudian mereka

membuat refleksi, dan saya juga mendapatkan feedback eee what shoul I

do next seperti itu, apa kurangnya pembelajaran yang kita laksanakan hari

ini. Seperti itu untuk pembelajaran di kelas

Reseacher : kemudian pak, bagaimana porsi pembelajaran pada siswa kelas 7 terkait

dengan skill bahasa inggris (speaking, reading, writing, atau listening)

mana yang yang lebih banyak dipelajari dari skill tersebut?

Mr. Adi : untuk pembagian porsi skill yang diminta itu sesuai dengan KD na mbak,

jadi disitu nanti bentukna transactional conversation jadi itu otomatis lebih

banyak pada listening speaking nya, kalo dibagian text itu hamper

beriimbang untuk writing dan reading nya banyak unuk speaking listening

nya juga banyakkita sesuikan saja dengan materi yang diajarkan sesui

dengan KI KD. Biasanya kita following the textbook when E nglish ring a

bell kita kan punya text book, kemudian kita tambahkan engan materi-

materi tambahancontohnya kita masukan grammatical/gremmer kemudian

kita masukan penambahan register-register atau penambahan kata-kata

baru. Sedangkan untuk porsinya kita sesuaikan dengan materi yang

diajarkan. Kalo iyu descriptive text itu harusnya berimbang antara menulis

dan bisa mengungkapkan secara lisan nanti kan sesuai dengan KI KD nya

disitu kana ada.

Sedangkan untuk kelas yang program khusus memang diberikan 1 jam tambahan

khusus itu memang untuk tambahan conversation kita kenalkan dengan

ekspresi-ekspresi tertentu kita kuatkan jadi anak-anak punya bekal lebih

disbanding anak-anak di kelas regular hanya ada 1 jam penambaan saja

bedanya disitu tapi untuk yang regular sesuai dengan yang diminta oleh KI

KD silabus dan dari standar pendididkan.

Reseacher : baik pak, lalu apa saja media pembelajaran yang digunakan oleh guru baik

saat ataupun pandemi?

Mr. Adi : untuk media pembelajaran yang digunakan standar yaa mbak kita

bukunya source nya pakai yg dari pemerinta yang when English rings a bell

itu kemudian kita buatkan teacher material juga yang mana kalo sya pribadi

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lebih suka menggunakan powerpoint based material, kareana kita

Alhamdulillah ada projector ada laptop itu lebih efisien dan menarik bagi

anak-anak, lebih efisien bagi saya juga karena saya tidak perlu nulisdan

tulisan saya pasti terbaca karena tulisan computer, lebih menarik karena

kita menggunakan penambahan gambar dan warna, pilihan gambar dan

warna yang menarik agar anak lebih tertarik untuk belajar. Untuk itu

basisnya presentation, ada juga media pembelajaran berbasis computer

assisted language learning (CALL based) itu buatan saya pribadi wktu itu

dan masih digunakan sampai sekarang dan kita juga manfaatkan adanya

internet, sebelum pandemic pun kita manfaatkan internet kita gunakan

untuk literatuur atau teks-teks autentik atau conto-conto autentik, contonya

kita ambil video dari youtube kemudian kita ambil video dari berbagai

website yang menyediakan berbagai contoh-contoh yang mendekati baasa

Inggris oe penutur aslinya. Karena saya menyadari bahwa the language of

the teacher is not always good as good as the native says. Kita gunakan

materi bahan-bahan ajar seperti dari youtube seperti dari chanel-chanel

British council dan lain sebagainya. Kemudian untuk materi yang lain kita

ambilkan beberapa software yang tersedia di pasaran seperti Cambridge

learning dictionary yang online itu sebagai literature jika kita menemukan

suatu kata yang aneh atau yang belum perna kita temui sekalian untuk

memberikan pelafalan yang benar dan baik bagi anak-anak, memberikan

conto atau example from te real native speaker so fokusnya itu audio dan

video. Kita juga ada video, biasanya saya gunakan movie untuk

pembelajaran yang basis nya adala text deskriptif dimana sudah kompleks

kita carikan movie yang mana di situ representing the material sperti

describing the actor atau describing the people in the movie maksudnya the

characters in the movie contonya movie tentang binatang ya kita ambilkan

movie yang sesuai, kalo movie untuk anak itu kan biasanya speech nya

lambat kemudian bahasa nya tidak menggunakan bahasa yang kotor jadi

itu cukup membantu anak untuk belajar teks deskriptif. Selain itu movie

nya menyenangkan anak untuk dilihat jadi anak-anak tidak bosan dengan

pelajaran setiap hari. Kemudian media lain kalo selama pandemic ini

kesepakatan kita menggunakan google classroom dimana nanti kita

menggunakan video juga tetapi bener-bener sebagian besar itu teacher

made video jadi yang membuat video itu benar-benar dibuat ole guru.

Kemudian kita masukan ke kanal youtube atau ke google classroom,

kemudian diberikan checking untuk mengecek pemahaman anak-anak

seperti itu. Untuk written nya biasanya kita ambil dari teks luar, kita ambil

dari buku atau dari browsing di internet. kita ada yang adopt tapi

kebanyakan kita adept jadi kita adaptasikan dengan kehidupan anak dan

lavel pemahaman anak. Kalo kita adopt selurunya dari teks kadang anak-

anak banyak kata yang tidak paham, memang challenging tapi kita

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sesuaikaan challenge nya dengan level pemahaman bahasa anak, itu untuk

yang written mungkin itu saja.

Reseacher : lalu pak untuk materi kelas 7 biasanya tema-tema apa saja yang diberikan

untuk diipelajari siswa?

Mr. Adi : untuk kelas 7 karena sebagian dari mereka itu tidak mendapatkan sesuai

aturan yaa sebagian kelas 7 itu tidak ada bahasa inggris, maka untuk kelas

7 kita awali dengan greeting menyapa perkenalan kemudian berhitung

counting kemudian kita juga berikan tentang benda-benda disekitar mereka

kemudian tentang letak bangunan, bangunan dan letaknya dan saying good

bye kemudian tanking if I’m not mistaken juga ada materi yang besar itu

ada descriptive text dimana itu nanti sub bab nya ada menjelaskan tentang

adjectiva/adjective kemudian ada noun teruskemudian kita juga ada

grammmetical disitu ada simple present tense di situ kita kenalkan verb

noun dan sebagainya, kemudian adjective tadi suda kemudian kita

kenalkan nama-nama binatang dan mendeskripsikan baik lisan atau tertulis

dan juga nanti diakhir pembelajaran itu deskriptif tentang yang lebih besar

yaitu tentang Indonesia dan isinya. Kemudian ada juga yang terakir adala

memahami lagu itu nanti hanya pemahaman saja, disitu nanti memahami

lagu dan liriknya dan kata-kata yang ada pada lirik tersebut,

Reseacher : lalu pak, bagaimana cara guru apabila melihat kebosanan siswa saat

belajar?

Mr. Adi : kalo anak-anak bosen biasanya yaa kita alihkan dengan sesuatu yang

menyennangkan ada games kita ada board game macam scrabble kemudian

kita ada game yang ada di laptop atau biasa kita mainkan yang ada di short

video atau movies, movies yang sesuai dengan pembelajaran pastinya

kemudian yaa kita berikan cerita motivasi lebih tepatnya motivasi why they

sould learn English mereka itu belajar bahasa inggris itu bukan sekedar

karena nilai tetapi karena kebutuhan. Nah disitulah berawal dari situlah

anak-anak itu tidak enggan untuk belajar karena mereka tau mereka belajar

bukan untuk nilai tapi untuk kepentingan mereka. Nah itulah dasar yang

perlu ditanamkan pada anak-anak agar mereka kembali semangat belajar

dan tidak demotivated dengan pelajaran yang diberikan khususnya

pelajaran-pelajaran susah seperti mathematic dan lain sebagainya. Karena

perlu disadari bahwa setiap anak punya kesukaan atau interest masing-

masing.

Reseacher : lalu pak, selama ini apa saja manfaat dan tujuan belajar bahasa inggris

yang telah diberitahukan guru kepada siswa?

Mr. Adi : pengertian yang kami berikan pada anak-anak adalah belajar bahasa

inggris adalah bekal bagi kehidupan mereka menyongsong era persaingan

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global. Kita berikan contoh yang paling kecil saja dalam melakukan segala

sesuatu yang berkaitan dengan teknologi IT informasi yang beredar yang

lengkap itu literatur nya dari website/literatur-literatur dalam bahasa

inggris kemudian penggunaan bahasa inggris itu hamper digunakan di

berbagai sektor, karena anak-anak beragam ya kita berikan conto sector

industi/manufaktur juga menggunakan bahasa Inggris, sector kehidupan

social masayarakat sekarang juga menggunakan bahasa Inggris. Sesuai

dengan apa yang dipesankan bahwa anak usia SMP itu diharapkan untuk

dapat memahami dan mencari informasi menggunakan bahasa Inggris,

informasi yang sederhana dan singkat dengan menggunakan bahsa inggris.

Kedepannya anak-anak kami beri motivasi bagi yang menguasai bahasa dia

akan mengusai dunia, dapat mengakses jendela yang selebar-lebarnya

menuju jende tak terbatas di luar sana. Kemudian kaitannya spesifik

dibidang pekerejaan di masa mendatang persaingannya secara global, jadi

bagi yang menguasai bahasa mempunyai kesempatan yang lebih untuk

dapat pengkhidupan/kehidupan yang layak. Tapi pada umumnya kami

berikan yang tadi yaitu jika anda bisa menguasai bahasa inggris anda

membuka jendela selebar-lebarnya untuk mendapat informasi sebanyak-

banyaknya diluar sana.

Matematika, bahasa inggris, kemudian mata pelajaran yang diujiankan dalam ujian

nasional itu kami beri pengertian bahwa pelajaran itu adalah

bukanpelajaran yang utama tapi pelajaran yang wajib atau yang harus anda

kuasai untuk menyongsong anda kelak di kemudian hari jika ingin

menekuni salah satu pelajaran atau disiplin ilmu lain. Jadi dengan adanya

bahasa inggris mereka bisa mencari di literatur-literatur bahasa aing

khususnya bahasa inggris yang banyak ditemukan. Kemudian dengan

mathematic mereka bisa mengembangkan ilmu eee ke berbagai macam

disiplin ilmu yang lain dan sebagainya

Jadi sesuai urutan awal pembelajaran, dari awal pembelajaran setiap taun atau semester

kita punya kontrak kelas dimana kita bisa perbarui tiap semester atau

semester baru sesuai dengan keadaan di lapangan seperti itu, jadi kontrak

kelas itu kita beritahukan bahwa selama satu semester ini atau selama satu

taun ini anda belajar dengan siapa kemudian materi atau buku teks yg

digunakan itu apa kemudian jam pelajarannya seperti apa kemudian kita

beri materi yang diajarkan itu apa asaja dan diambil dari mana kemudian

kita berikan penilaian, penilaian nya apa saja dan berapapersentase

penilaian itu mempengaruhi eee nilai mereka diakhir pmbelajaran jadi itu

dalam pengajaran pasti diberikan kemudian kita tambahkan tadi motivasi

apa si sebenernya tujuan kamu belajar bahasa inggris kita sampaikan tadi.

Tujuannya dipesankan oleh pemerintah Negara berdasarkan eee KI KD

kemudian dari standar isi itu yaa standar kelulusan. Kemudian kita

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sampaikan esensi dari belajar bahasa inggris sebenarnya, motivasi mereka

untuk long life educationnya mereka belajar seperti itu.

Reseacher : lalu pak perihal penugasan, kan biasanya ada nilanya, apa saja manfaat

atau efek yang didapat siswa dari nilai tesebut?

Mr. Adi : Penugasan yang diberikan itu biasanya akan dikumpulkan pada bapak ibu

guru sebelum kita bahas atau sembari kita bahas setela itu dikumpulkan

begitu. Kemudian ada penugasan yanag secara langsung kami nilai atau

dikumpulkan seperti tadi, kalo secara langsung dikumpulkan dalam

praktikum atau kegiatan disscuss mereka di minta untuk mumbuat same

conversation atau mentioning thing dan sebagainya nanti kita beri feedback

pada penugasan tersebut jadi untuk memotivasi anak itu selain juga

motivasi secara lisan itu adalah feedback. Feedback juga diberikan sebagai

sarana koreksi. Feedback yang diberikan bukan Cuma sekedar good

excellent tetapi juga kita berikan keterangan contohnya kamu perlu

menambahkan keterangan seperti kamu perlu menambahkan apa kemudian

kata kerja yang baik. Manfaat atau insigt yang didapatkan dari nilai itu

selain nilai berbentuk angka kita juga berikan feedback. Angka jelas itu

adalah hasil secara tertulis tapi jauh lebih mendasar to make the students

know their mistake, apa yang menjadi kesalahan mereka jadi mereka selain

mendapat angka juga mendapat pengertian, bukan sekedar angka mereka

mendapat feedback yang baik contohnya good job or sometimes kita

bilang kamu harus banyak belajar mengejar ketertinggalan jadi seperti itu.

Jadi efek nya tidak hanya demotivated, soalnya kalo dapat nilai buruk kan

cukup demotivated yaa kalo bagus yaa lumayan motivated tapi kita juga

adding some form of catatan kecil atau note jadi mereka tetap termotivasi

dengan adanya nilai itu dan akan berkembang dan menyadari sebuah

kesalahan yang mana akan mereka perbaiki pada kesempatan yang akan

datang.

Untuk bapak ibu guru sendiri atau saya sebagai teacher dari penugasan anak itu kan

kita bisa observe mana penugasan yang kiranya itu kurang itu bisa jadi

bahan acuan kita bahwa sebenarnya mungkin anak nya yanag belum paham

bab itu atau apa jadi kita punya suatu data jadi hal yang perlu kita

kembangkan materi apa yang perlu kita ulangi agar dalam kesempatan

berikutnya anak akan lebih paham bab yang tertinggal atau kurang

biasanya kan dalam suatu penugasan ada beberapa items yang perlu

dikerjakan atau dalam bentuknya kuis ada items yang nilainya pas ada yang

salah semua. Nah itu dijadikan pijakan atau rujukan seorang guru untuk

menentukan langkah kedepan nya bagi guru

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Reseacher : lalu pak adi, dalam hal memotivasi sisa, faktor-faktor apa saja yang

biasanya mempengaruhi dalam pemilihan strategi memotivasi dari guru

kepada siswa?

Mr. Adi : Untuk memotivasi yang pertama adalah find the problem kita tentukan

problemnya dulu problem nya apa nanti kita berikan saran atau motivasi

yang sekiranya sesuai. Kemudian mencari latar belakang siswa, kan ada

siswa yang punya latarbelakang tertentu. Kita cari juga dari problem dan

latar belakang itu kita cari dulu the goal of the students in the future mereka

itu pengen seperti apa. Nah kita kaitkan the goal itu menjadi sebuah

motivasi. Kalo sebuah motivasi kami hanya sekedar memberikan feedback

kemudian motivasi secara lisan memberikan gambaran di masa depan

dengan belajar. Kebutuan masing-masing disesuaikan dengan beberapa hal

yang saya sampaikan tadi. Kemudian satu dan lain anak berbeda bagaimana

cara memotivasinya yaa ada yang dilakukan motivasi secara kolektif

bersama-sama ada juga dengan cara pendekatan individual atau personal.

Jadi satu orang nanti diberitahukan begini “kamu punya cita-cita apa nanti

kamu harus begini begini dan begini dengan bahasa inggris kmu akan

begini begini dan begini seperti itu lah

Reseacher : pertanyaan berikutnya pak adi, dalam hal students’ learning style,

bagaimana learning style kebanyakan siswa dalam mempelajari bahasa

inggris?

Mr. Adi : kalo learning style nya bisa begini tidak semua anak itu punya

berkepribadian untuk berani bicara di depan tidak semua anak itu ee ya

berani yaa kalo saya bilang pynya keberanian untuk berbicara. Jadi kenapa

saya biang kalo kita method nya itu sebenarnya adalah ganre based

approach atau metode pembelajaran bahasa inggris khususnya kita

ekuivalensikan dengan metode pembelajaran bahasa yaa yang kemudian

kita ekuivalensikan nama-namanya ke dalam saintific approach sesuai

dengan permintaan stakesholder jadi kita disitu berikan kesempatan anak-

anak itu melakukan sesuatu secara berkelompok untuk menumbuhkan

kepercayaan diri yaa, ya kita bilangnya seperti itu. Jadi diawal anak-anak

sudah senang paling senang itu yaa belajarnya berkelompok kalo satu-satu

itu mereka masih malu-malu, learning style nya mereka seperti itu.

Kemudian disaat yang sudah lebih materi mereka di kelompokan kecil in-

pairs seperti.yang terakhir ketika mereka suda siap mereka akan diberi

waktu diberi kesempatan untuk product atau membuat product atau

producing the language selesai mereka berbicara melafalkan kalimat yang

pendek dan karena learning style mereka masih malu malu seperti itu di

awal karena mereka masih masa peralihan dari SD ke SMP khusunya yaa

kelas 7 itu. Kemudian setela mereka memberi apapun berucap apapun kita

apresiasi thank you good dan lain sebagainya. biar mereka entah benar atau

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salah tetap termotivasi nanti. Kemudian sekiranya ada yang kurang kita

betulkan tapi tidak dengan menunjuk “kamu harusnya begini mbak ini

harusnya begitu” no. kita berikan nanti koreksinya itu secara kolektif jadi

tidak ada anak yang merasa terpojokan karena salah dan lain segainya jadi

seperti ini contohnya ada anak yang bilang bola itu (bal) karena tulisannya

ball seperti itu tapi nanti secara kolektif kita beri contoh yang bener (bol)

tetapi tidak menyebut siiapa yang salah. Jadi untuk mengantisipasi learning

style mereka yang masih lebih suka cendrung untuk berelompok untuk

memecahkan masalah kita buatkan mereka waktu untuk disscuss tetepi

disaat mereka suda baik kita kurangi dari mendengarkan dari menerima

informasi kemudianmereka mulai mengolah secara satu atau dua

berssmaan. Kemudian di satu waktu yang tepat disatu waktu mereka sudah

sufficient knowledge yang sudah cucup, sufficient yang modalnya mereka

untuk memproduksi bahasa text mereka, nanti kita minta untukberbicara

sendiri, jadi seperti itu

Reseacher : untuk pertanyaan terakhir pak, biasanya apabila belajar secara kelompok

atau dengan diskusi, apakah hal-hal tersebut bisa meningkatkan keinginan

dan kemauan siswa dalam mempelari bahasa Inggris

Mr. Adi : belajar kelompok in pairs ataupun discussion group itu hanya salah satu

cara untuk mengurangi ketegangan siswa dan keengganan siswa untuk

belajar. Jadi memang tahapan nya itu lebih baik kerja dalam

kelompok.pertama merelka punya kepala lebih untuk berpikir dan

menghasilkan hal yang terbaik. Kemudian cara berkelompok itu anak-anak

jauh merasa nyaman karena ada yang mengingatkan “you should use this

one dan sebagainya” baru kemudian setelah berkelompok selesai,

diberikan penugasan atau aktivitas yang lebih kompleks eee karena mereka

yang lebi challenging karena mereka sudah pernah mendapat pelajaran

sebelumya disitu nanti akan diberikan materi jadi kelompok in pairs.

Setelah mereka mendapatkan service yang material mereka sudah

mendapat material yang cukup untuk memproduksi suatu teks atau produk

bahasa mereka baru diminta untuk melakukannya. Jadi memang untuk

methodnya seperti itu yaa method dalam pengajaran bahasa seperti itu yaa.

Meningkatkan keinginan siswa yaa bisa tapi kalo saya pribadi lebih kepada

mengurangi ketegangan siswa dalam belajar jadi mereka tetap enjoy. Jadi

Pertama mungkin dalam big discussion nya itu satu kelas utuh kemudian

jadi small discussion group baru kemudian dikerjakan in pairs baru

kemudian mereka mempraktekan secara individu. Kalo meningkatkan

keinginan siswa untuk mempelajari belajar bahasa inggris ya memang

dibuat seperti itu memang method nya dibuat seperti itu method

pengajarannya memang kita harapkan mereka tidak langsung

memproduksi bahasa No kita berikan bekal dulu sebelum mereka

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memproduksi teks sehingga anak-anak itu tidak enggan. Jadi mengurangi

keengganan dan menumbuhkan kepercayaan diri. Sehingga mereka tetap

mau belajar dan mempunyai kemauan untuk tetap belajar bahasa inggris.

Reseacher : saya rasa sudah cukup pak adi, terimakasih banyak sebelumnya pak untuk

waktu dan kesedian pak adi

Mr. Adi : oke, semoga sukses skripsi nya mbak

Reseacher : aamiin pak adi ☺

Transcript interview with the students

Transkrip wawancara siswa 1. 7A Desi (14th July 2020)

Researcher : Assalamualaikum, apakah ini benar desi dr kelas 7A SMP Muhi 5? Saya

Tazkiyah Firdausi mahasiswa IAIN Surakarta, saya dapat kontak ini dari

kuesioner yang dek desi isi sebelumnya, chat saya ini bermaksud untuk

melakukan wawancara online dengan desi terkait dengan penelitian saya

mengenai motivasi belajar bahasa Inggris, apa dek desi bisa dan ada waktu

untuk saya wawancarai secara online? Mungkin ada sekitar 5-7 pertanyaan

dek, Terimakasih sebelumnya

Desi : walaikumsalam mbak, insyaaAllah bisa mbak.

Researcher : Langsung yaa, Bagaimana hubungan siswa dengan guru bahasa Inggris

nya? Apakah terjalin dengan baik?

Desi : Iya, hubungan siswa dengan guru terjalin dengan baik

Researcher : Apakah guru menyampaikan materi pembelajaran dengan baik? Jika iya

tolong ceritakan bagaimana cara nya

Desi :Iya guru menyampaikan materi pembelajaran dengan baik. Guru

menyampaikan materi menggunakan gambar yg ditampilkan di lcd atau

dengan memperlihatkan vidio.. Jadi tidak bosen belajar

Researcher : Apakah siswa memahami apa yg di sampaikan guru saat pembelajaran?

Jika ada kesulitan tolong ceritakan apa kesulitan dalam memahami materi

bahasa Inggris

Desi : Siswa memahami materi pembelajaran. Tidak ada kesulitan

Researcher :Good, lanjut yaa, Apakah ada game-geme/cara penyampaian

pembelajaran menyenangkan yg lain yg diberikan guru, jika iya apa yg

paling menyenangkan Menurut siswa?

135

Desi : Mungkin dengan diberikan kuis oleh guru itu menyenangkan menurut

saya pribadi

Researcher : Ok dek, selanjutnya Bagaimana cara guru menyampaikan kritik dan saran

kepada siswa? Apakah ada kritik yg dirasa kurang berkenan di hati siswa?

Desi : Guru menegur dan memberitahu kesalahan lalu memberi saran dengan

bahasa yg halus dan mudah dipahami. Tidak ada kritik yg kurang berkenan.

Researcher : next Bagaimana cara kamu mengetahui alasan kamu berhasil atau gagal

ketika belajar bahasa Inggris?

Desi :Saya mengetahuiny daat saya diberi kuis,ulangan harian,ujian

sekolah,atau soal-soal yang diberikan guru. Jika saya bisa mengerjakan dan

mendapat nilai bagus mungkin saya sudah berhasil belajar bahasa

inggris.jika saya mendapatkan nilai kurang bagus berarti saya gagal.

Researcher : Lalu, Apakah guru pernah menyampaikan kekurangan/kelemahan siswa

di bahasa Inggris?

Desi : tidak pernah

Researcher : Oiya untuk yg ini, bila kmu telah mengetahui alasan nya apa yg kmu

lakukan selanjutnya?

Desi : Lebih memperhatikan materi yang diberikan guru dan lebih giat belajar

Researcher : Oke dek, untuk wawancara nya cukup yaa dek, terimakasih untuk waktu

dan kesediaan nya yaa.

Desi : Iya mbk sama-sama.

Transkrip wawancara siswa 2 7A Vanya (8th July 2020)

Researcher : Assalamualaikum, apakah ini benar Vanya dr kelas 7A SMP Muhi 5?

Saya Tazkiyah Firdausi mahasiswa IAIN Surakarta, saya dapat kontak ini

dari pak Adi dek untuk melakukan wawancara dengan vanya terkait dengan

penelitian saya mengenai motivasi belajar bahasa Inggris, apa dek Vanya

bersedia dan ada waktu untuk saya wawancarai secara online? Mungkin

ada sekitar 5 pertanyaan untuk wawancara nya 🙏🏻🙏🏻 Terimakasih

sebelumnya

Vanya : walaikumsalam

Researcher : Bagaimana dek, apakah bisa?

Vanya : Bisa

136

Researcher : langsung yaa, Bagaimana hubungan siswa dengan guru bahasa Inggris

nya? Apakah terjalin dengan baik?

Vanya : Alhamdulillah hubungan siswa dengan guru bahasa inggris di sekolah

terjalin dengan baik

Researcher : Apakah guru menyampaikan materi pembelajaran dengan baik? Jika iya

tolong ceritakan bagaimana cara nya

Vanya : iya karena cara guru menerangkan ada beberapa cara metodenya seperti

menonton film animasi pembelajaran dan diterangkan langsung di depan

kelas

Researcher : Apakah siswa memahami apa yg di sampaikan guru saat pembelajaran?

Jika ada kesulitan tolong ceritakan apa kesulitan dalam memahami materi

bahasa Inggris

Vanya : iya sangat memahami apa yang disampaikan guru pada saat pebelajaran

Researcher : Apakah ada game-geme pembelajaran yg diberikan guru, jika iya apa yg

paling menyenangkan Menurut siswa?

Vanya : ada beberapa game yang diberikan oleh guru, salah satu game yang

menyenangkan adalah menemukan kata dalam bahasa inggris

Researcher : Bagaimana cara guru menyampaikan kritik dan saran kepada siswa?

Apakah ada kritik yg dirasa kurang berkenan di hati siswa?

Vanya : guru menyampaikan kritik dan saran di depan siswanya. Mungkin sampai

saat ini tidak ada kritik yang kurang berkenan di hati saya

Researcher : Bagaimana cara kamu mengetahui penyebab kamu berhasil atau gagal

ketika belajar bahasa Inggris?

Vanya : dengan cara melihat kemampuan dan nilai-nilai saya

Researcher : Ok dek, ini untuk pertanyaan tambahan dan terakhir, setelah kamu

mengetahui penyebab nya, apa yang kamu lakukan selanjutnya?

Vanya : belajar dengan lebih rajin

Researcher : Oke, terimakasih dek untuk waktu dan kesediaan nya yaa

Vanya : sama-sama kak

Transkrip wawancara siswa 3 7A Syifa (8th July 2020)

Researcher : Assalamualaikum, apakah Syifa dari kelas 7A SMP Muhi 5? Saya

Tazkiyah Firdausi mahasiswa IAIN Surakarta, saya dapat kontak ini dari

pak Adi dek untuk melakukan wawancara dengan Syifa terkait dengan

137

penelitian sy mengenai motivasi belajar bahasa Inggris, apa dek Syifa bisa

untuk d wawancarai? Terimakasih sebelumnya

Syifa : saya bersedia, mm kalau sekarang bisa

Researcher : ok dek, langsung yaa. Bagaimana hubungan siswa dengan guru bahasa

Inggris nya? Apakah terjalin dengan baik?

Syifa : ya terjalin dengan baik

Researcher : Apakah guru menyampaikan materi pembelajaran dengan baik? Jika iya

tolong ceritakan bagaimana cara nya

Syifa : guru menyampaikan materi dengan memberi kuis atau menonton sebuah

video yang diberikan oleh guru

Researcher : Apakah siswa memahami apa yg di sampaikan guru saat pembelajaran?

Jika ada kesulitan tolong ceritakan apa kesulitan dalam memahami materi

bahasa Inggris

Syifa : semua siswa memahami pembelajaran yang disampaikan oleh guru. Tidak

ada siswa yang kesulitan dalam memahami materi.

Researcher : Apakah ada game-geme pembelajaran yg diberikan guru, jika iya apa yg

paling menyenangkan Menurut siswa?

Syifa :game pembelajaran yang paling menyenangkan itu bermain tebak-tebakan

entah itu tebak-tebakan hewan, benda dan lain-lain

Researcher :Bagaimana cara guru menyampaikan kritik dan saran kepada siswa?

Apakah ada kritik yg dirasa kurang berkenan di hati siswa?

Syifa : guru menyampaikan kritik dan saran dengan singkat, jelas, bahasa yang

mudah dimengerti oleh siswa. Tidak ada kritik yang kurang berkenan di

hati siswa

Researcher : Bagaimana cara kamu mengetahui penyebab kamu berhasil atau gagal

ketika belajar bahasa Inggris?

Syifa : Cara saya mengetahuinya adalah dari guru memberikan soal atau tugas

kepada siswa

Researcher : Ok dek, ini untuk pertanyaan tambahan dan terakhir, setelah kamu

mengetahui penyebab kmu gagal/berhasil, apa yang kamu lakukan

selanjutnya?

Syifa : jika saya gagal saya akan mengulangi materinya dan belajar dengan

sugguh-sungguh dan jika berhasil saya akan mengulangi materi yang sama

dan belajar materi yang baru

138

Researcher : Oke, terimakasih dek untuk waktu dan kesediaan nya yaa

Syifa : iya kak, sama-sama

Transkrip wawancara siswa 4 7B Ade (8th July 2020)

Researcher : Assalamualaikum, apakah ini benar Ade dari kelas 7B SMP Muhi 5? Saya

Tazkiyah Firdausi mahasiswa IAIN Surakarta, sy dapat kontak ini dari pak

Adi dek untuk melakukan wawancara dengan Ade terkait dengan penelitian

saya mengenai motivasi belajar bahasa Inggris, apa ade bersedia dan ada

waktu untuk sy wawancarai secara online? Mungkin ada sekitar 5

pertanyaan untuk wawancara nya 🙏🏻🙏🏻 Terimakasih sebelumnya

Ade : Wa'alaikumussalam kak, iya kak boleh

Researcher : Wawancara nya sekarang bisa dek?

Ade : bisa kak

Researcher : Langsung yaa, Bagaimana hubungan siswa dengan guru bahasa Inggris

nya? Apakah terjalin dengan baik?

Ade : Terjalin dengan baik, karena guru menyampaikan materinya enak

Researcher : Bagaimana cara guru menyampaikan materi pembelajaran?

Ade : Dengan cara menjelaskan didepan murid dan sering memberi pertanyaan

Researcher : Apakah siswa memahami apa yg di sampaikan guru saat pembelajaran?

Jika ada kesulitan tolong ceritakan apa kesulitan dalam memahami materi

bahasa Inggris

Ade : Mudah memahami, dan jika ada kesulitan biasanya dalam mengartikan

kalimat, susunan kata

Researcher : Apakah ada game-geme pembelajaran yg diberikan guru, jika iya apa yg

paling menyenangkan Menurut siswa?

Ade : Hanya ditunjuk secara acak untuk menjawab pertanyaan

Researcher : Bagaimana cara guru menyampaikan kritik dan saran kepada siswa?

Apakah ada kritik yg dirasa kurang berkenan di hati siswa?

Ade : Biasanya guru hanya menyuruh untuk lebih giat belajar, tidak ada kritik

yang tidak berkenan

Researcher :Ow gt, pertanyaan berikutnya, Bagaimana cara kamu mengetahui

penyebab kamu berhasil atau gagal ketika belajar bahasa Inggris?

Ade : dengan nilai yang saya dapatkan

139

Researcher :Ok dek, ini untuk pertanyaan tambahan dan terakhir, setelah kamu

mengetahui penyebab kmu gagal/berhasil, apa yang kamu lakukan

selanjutnya?

Ade : Biasanya jika gagal saya mencari kegagalan saya ada dibagian mana, jika

berhasil akan lebih semangat dalam belajar

Researcher : Ok dek, terimakasih untuk waktu dan kesediaan untuk wawancara yaa

Ade : iya kak, sama-sama

Transkrip wawancara siswa 5 7B Zayyan (8th July 2020)

Researcher : Assalamualaikum, apakah ini benar zayyan dari kelas 7B SMP Muhi 5?

Saya tazkiyah Firdausi mahasiswa IAIN Surakarta, saya dapat kontak ini

dari pak Adi dek untuk melakukan wawancara dengan zayyan terkait

dengan penelitian saya mengenai motivasi belajar bahasa Inggris, apa

zayyan bersedia dan ada waktu untuk saya wawancarai secara online?

Mungkin ada sekitar 5 pertanyaan untuk wawancara nya 🙏🏻🙏🏻 Terimakasih

sebelumnya

Zayyan : bisa

Researcher : Langsung yaa, bagaimana hubungan guru bahasa Inggris dengan siswa,

apakah terjalin dengan baik dan siswa menyukai guru tersebut?

Zayyan : iya

Researcher : Apakah guru menyampaikan materi pembelajaran dengan baik? Jika iya

tolong ceritakan bagaimana cara nya

Zayyan : pak adi menjelaskan tiap kata dan kalimat

Researcher : Apakah siswa memahami apa yg di sampaikan guru saat pembelajaran?

Jika ada kesulitan tolong ceritakan apa kesulitan dalam memahami materi

bahasa Inggris

Zayyan : bisa dipahami dan tidak ada kesulitan

Researcher : Apakah ada game-geme pembelajaran yg diberikan guru, jika iya apa yg

paling menyenangkan Menurut siswa?

Zayyan : ada, tapi tidak ada yang menyenangkan

Researcher : Bagaimana cara guru menyampaikan kritik dan saran kepada siswa?

Apakah ada kritik yg dirasa kurang berkenan di hati siswa?

Zayyan : guru menjelaskan kekurangan siswa dan tidak ada kritik yang kurang

berkenan di hati siswa

140

Researcher : Ok dek, makasih yaa buat waktunya

Zayyan : no problem

Transkrip wawancara siswa 6 7B M. Fauzan (13th July 2020)

Researcher : Assalamualaikum, apakah ini benar Muhammad fauzan dari kelas 7B

SMP Muhi 5? Saya Tazkiyah Firdausi mahasiswa IAIN Surakarta, sy dapat

kontak ini dari kuesioner yang Muhammad fauzan isi sebelumnya, chat sy

ini bermaksud untuk melakukan wawancara online dengan Muhammad

terkait dengan penelitian saya mengenai motivasi belajar bahasa Inggris,

apa dek Muhammad bisa dan ada waktu untuk saya wawancarai secara

online? Mungkin ada sekitar 5-7 pertanyaan dek 🙏🏻🙏🏻 Terimakasih

sebelumnya

M. Fauzan : iya mbak bisa, besok siang jam 11 yaa

Researcher : ok

Researcher : Assalamualaikum dek, jd bisa jam 11 dek?

M. Fauzan : ya.

Researcher : Langsung yaa, Bagaimana hubungan siswa dengan guru bahasa Inggris

nya? Apakah terjalin dengan baik?

M. Fauzan : ya

Researcher : Apakah guru menyampaikan materi pembelajaran dengan baik? Jika iya

tolong ceritakan bagaimana cara nya

M. Fauzan : iya guru menjelaskan sampai jelas

Researcher : Apakah siswa memahami apa yg di sampaikan guru saat pembelajaran?

Jika ada kesulitan tolong ceritakan apa kesulitan dalam memahami materi

bahasa Inggris

M. Fauzan : Ya, tidak ada kesulitan dalam memahami materi bahasa Inggris, karna

gurunya menjelas kan Sampai siswa tau

Researcher :Good, lanjut yaa, Apakah ada game-geme/cara penyampaian

pembelajaran menyenangkan yg lain yg diberikan guru, jika iya apa yg

paling menyenangkan Menurut siswa?

M. Fauzan : Ya, yang paling menyenangkan mencocokkan dengan baik dan benar

Researcher : Ok dek, selanjutnya Bagaimana cara guru menyampaikan kritik dan saran

kepada siswa? Apakah ada kritik yg dirasa kurang berkenan di hati siswa?

M. Fauzan : tidak ada

141

Researcher : next Bagaimana cara kamu mengetahui alasan kamu berhasil atau gagal

ketika belajar bahasa Inggris?

M. Fauzan : saya harus yakin/ percaya diri

Researcher : Apakah guru pernah menyampaikan kekurangan/kelemahan mu di bahasa

Inggris?

M. Fauzan : belum

Researcher : Ow oke untuk wawancara nya cukup dek, makasih untuk waktu dan

kesediaan nya yaa

M. Fauzan : Ya

Transkrip wawancara siswa 7 7C Najwa (9th July 2020)

Reseacher : Assalamualaikum, apakah ini benar najwa dari kelas 7c SMP Muhi 5? Sy

Tazkiyah Firdausi mahasiswa IAIN Surakarta, saya dapat kontak ini dari

pak Adi dek untuk melakukan wawancara dengan najwa terkait dengan

penelitian sy mengenai motivasi belajar bahasa Inggris, apa dek najwa

bersedia dan ada waktu untuk sy wawancarai secara online? Mungkin ada

sekitar 5 pertanyaan untuk wawancara nya. Terimakasih sebelumnya

Najwa : oh ya kak boleh

Reseacher : Langsung yaa, Bagaimana hubungan siswa dengan guru bahasa Inggris

nya? Apakah terjalin dengan baik?

Najwa : Baik, karena guru bahasa Inggriss (pak adi) itu kalau sedang mengajari

siswa siswi nya mudah untuk di pahami

Reseacher : Bagaimana cara guru menyampaikan materi pembelajaran?

Najwa : Saat guru menyampaikan pelajaran sangat menyenangkan dan mudah di

pahami

Reseacher : Apakah ada kesulitan saat belajar bahasa Inggris? Jika iya tolong

ceritakan kesulitan mu

Najwa : Tidak, hanya saja sedikit kesulitan saat dialog

Reseacher : Bagaimana cara guru membuat pelajaran menjadi menyenangkan dan

mudah d pahami??

Najwa : Dengan cara belajar lewat LSD projector, dan menjelaskan secara rinci

Reseacher : Oke, Apakah ada game-geme pembelajaran yg diberikan guru, jika iya

apa yang paling menyenangkan Menurut siswa?

142

Najwa : Ada, yaitu tebak tebakan kata sifat dan watak fable.

Reseacher : Pertanyaan berikutnya, Bagaimana cara guru menyampaikan kritik dan

saran kepada siswa? Apakah ada kritik yg dirasa kurang berkenan di hati

siswa?

Najwa :Saat guru menyampaikan kritik/saran kepada siswa dengan cara

menasehati dengan baik, tidak ada

Reseacher : Baik, ini pertanyaan terakhir yaa dek, Bagaimana cara kamu mengetahui

penyebab kamu berhasil atau gagal ketika belajar bahasa Inggris? Setelah

kamu mengetahui penyebab nya apa yg kamu lakukan?

Najwa : Saya mengetahui penyebab keberhasilan karena saya memperhatikan saat

guru menjelaskan. dan setelah saya mengetahui dari hal tersebut saya akan

belajar se rajin rajinnya

Researcher : Baik dek, cukup untuk wawancara nya, terimakasih untuk waktu dan

kesediaan nya yaa dek

Najwa : iya kak sama-sama

Transkrip wawancara siswa 8 7C Anisa (12th July 2020)

Researcher : Assalamualaikum, apakah ini benar anisa dari kelas 7C SMP Muhi 5?

Saya Tazkiyah Firdausi mahasiswa IAIN Surakarta, saya dapat kontak atas

bantuan pak Adi dek untuk melakukan wawancara dengan anisa terkait

dengan penelitian saya mengenai motivasi belajar bahasa Inggris, apa dek

Anisa bisa dan ada waktu untuk sy wawancarai secara online? Mungkin

ada sekitar 5-7 pertanyaan dek. Terimakasih sebelumnya

Anisa : Waalaikumsalam iya saya Anisa dari kelas 7C Insya Allah saya bisa untuk

penelitian mengenai motivasi belajar bahasa Inggris

Researcher : baik, makasih dek, bisa sekarang?

Anisa : bisa mbak

Researcher : Langsung yaa, Bagaimana hubungan siswa dengan guru bahasa Inggris

nya? Apakah terjalin dengan baik?

Anisa : Hubungan guru dan siswa nya sangat terjalin dengan baik,iya.

Researcher : Apakah guru menyampaikan materi pembelajaran dengan baik? Jika iya

tolong ceritakan bagaimana cara nya

Anisa : iya, guru menyampaikan materi dengan cara yang lebih bisa di mengerti

dan di pahami

143

Researcher : Apakah siswa memahami apa yg di sampaikan guru saat pembelajaran?

Jika ada kesulitan tolong ceritakan apa kesulitan dalam memahami materi

bahasa Inggris

Anisa : iya, Kesulitan saat guru menyampaikan materi yang belum di mengerti

dan di pahami.

Researcher :Good, lanjut yaa, Apakah ada game-geme/cara penyampaian

pembelajaran menyenangkan yang lain yang diberikan guru, jika iya apa

yang paling menyenangkan Menurut siswa?

Anisa :iya, Game yang paling menyenangkan menurut siswa adalah game tentang

film yang di lihat dari laptop guru

Researcher : Ok dek, selanjutnya bagaimana cara guru menyampaikan kritik dan saran

kepada siswa? Apakah ada kritik yg dirasa kurang berkenan di hati siswa?

Anisa : Cara menyampaikan kritiknya dengan kata tegas dan jelas, tidak ada

Researcher : Ow oke, next bagaimana cara kamu mengetahui alasan kamu berhasil atau

gagal ketika belajar bahasa Inggris?

Anisa : Caranya dengan melihat nilai atau dengan cara bertanya dengan guru

Researcher : lalu setelah kmu mengetahui alasannya, apa yg kmu lakukan selanjutnya?

Anisa : Yang akan saya lakukan adalah dengan cara belajar dengan giat

Researcher : Baik dek, untuk wawancara online nya sudah selesai, makasih dek untuk

waktu dan kesediaan nya

Anisa : iya mbak sama-sama

Transkrip wawancara siswa 9 7C Bintang (8th July 2020)

Researcher : Assalamualaikum, apakah ini benar Bintang dari kelas 7C SMP Muhi 5?

Saya Tazkiyah Firdausi mahasiswa IAIN Surakarta, saya dapat kontak atas

bantuan pak Adi dek untuk melakukan wawancara dengan Bintang terkait

dengan penelitian saya mengenai motivasi belajar bahasa Inggris, apa dek

Bintang bisa dan ada waktu untuk sy wawancarai secara online? Mungkin

ada sekitar 5-7 pertanyaan dek. Terimakasih sebelumnya

Bintang : walaikumsalam, Iya saya bintang dari SMP Muhammadiyah 5 ska

Researcher : Baik jika begitu, apa bisa bintang d wawancara secara online lewat wa?

Bintang : bisa

Researcher : langsung yaa, Bagaimana hubungan siswa dengan guru bahasa Inggris

nya? Apakah terjalin dengan baik?

144

Bintang : hubungan saya dengan guru bahasa inggris sangat baik

Researcher : Apakah guru menyampaikan materi pembelajaran dengan baik? Jika iya

tolong ceritakan bagaimana cara nya

Bintang :Caranya dengan memberikan soal kepada murid-murid dan dibahas

bersama-sama

Researcher : Apakah siswa memahami apa yang di sampaikan guru saat pembelajaran?

Jika ada kesulitan tolong ceritakan apa kesulitan dalam memahami materi

bahasa Inggris

Bintang : Siswa memahami apa yang disampaika guru tapi terkadang guru

menyampaikannya terlalau cepat dan menggunakan bahasa inggris yang

kami tidak pahami

Researcher : Apakah ada game-geme/ cara penyampaian pembelajaran menyenangkan

yg lain yg diberikan guru, jika iya apa yg paling menyenangkan Menurut

siswa?

Bintang : ada beberapa game, game yang menurut siswa paling menyenangkan

adalah game yang terdapat hadiah di dalamnya

Researcher : Bagaimana cara guru menyampaikan kritik dan saran kepada siswa?

Apakah ada kritik yg dirasa kurang berkenan di hati siswa?

Bintang : Cara guru menyampaikan kritik dan saran kepada siswa adalah dengan

baik, jelas dan dimengerti oleh siswa

Researcher : Bagaimana cara kamu mengetahui penyebab kamu berhasil atau gagal

ketika belajar bahasa Inggris?

Bintang : caranya dengan bertanya kepada guru dan teman

Researcher : Ok dek, ini untuk pertanyaan tambahan dan terakhir, setelah kamu

mengetahui penyebab nya, apa yang kamu lakukan selanjutnya?

Bintang : mengoreksi dan membenarkan

Researcher : Ok dek, terimakasih untuk waktu dan kesediaan untuk wawancara yaa

Bintang : sama-sama kak

Transkrip wawancara siswa 10 7C Udin (12th July 2020)

Researcher : Assalamualaikum, apakah ini benar Udin dari kelas 7C SMP Muhi 5?

Saya Tazkiyah Firdausi mahasiswa IAIN Surakarta, saya dapat kontak atas

bantuan pak Adi dek untuk melakukan wawancara dengan udin terkait

dengan penelitian saya mengenai motivasi belajar bahasa Inggris, apa udin

145

bisa dan ada waktu untuk saya wawancarai secara online? Mungkin ada

sekitar 5-7 pertanyaan dek. Terimakasih sebelumnya

Udin : boleh kak silahkan

Researcher : Langsung yaa, Bagaimana hubungan siswa dengan guru bahasa Inggris

nya? Apakah terjalin dengan baik?

Udin : ya baik kak

Researcher : Apakah guru menyampaikan materi pembelajaran dengan baik? Jika iya

tolong ceritakan bagaimana cara nya

Udin : Baik, biasa kalau pas di terangin itu dengan cara tegas dan disuruh

perhatiin di depan, biasanya kalau gak merhatiin dikasih pertanyaan. Dan

disuruh jelasin depan kelas.

Researcher : Ow oke, Apakah siswa memahami apa yg disampaikan guru saat

pembelajaran? Jika ada kesulitan tolong ceritakan apa kesulitan dalam

memahami materi bahasa Inggris

Udin : Kadang sebagian ada temen saya yg tidak memahani yg disampaikan oleh

guru. Kalau kesulitan sedikit lah. Kalau saya bisanya sering memahami yg

disampaikan guru

Researcher :Good, lanjut yaa, Apakah ada game-geme/cara penyampaian

pembelajaran menyenangkan yang lain yg diberikan guru, jika iya apa yang

paling menyenangkan menurut siswa?

Udin : kalau game jarang sih kak, tapi kayak e pernah Cuma aku lupa

Researcher : Ok dek, selanjutnya Bagaimana cara guru menyampaikan kritik dan saran

kepada siswa? Apakah ada kritik yang dirasa kurang berkenan di hati

siswa?

Udin : Dengan dijelaskan di depan. Menurut saya berkenan

Researcher : Ow oke, next Bagaimana cara kamu mengetahui penyebab kamu berhasil

atau gagal ketika belajar bahasa Inggris?

Udin : Penyebab saya berhasil belajar bahasa Inggris itu memahami guru saat

diterangkan dan belajar

Researcher :Ow ya dek, apakah guru pernah memberi tahu siswa mengenai

kekurangan/ tentang kelemahan yang dimiliki siswa saat belajar bahasa

Inggris?

Udin : kadang

146

Researcher : Ok dek, untuk wawancara hari ini cukup yaa, terimakasih untuk waktu

dan kesediaan nya yaa dek

Udin : oke kak, sama-sama

Appendix 4. Questionnaire guideline

List of Questionnair

Intrinsic motivation

1. Jelaskan secara singkat alasan mu belajar bahasa inggris?

2. Apakah kamu senang / semangat ketika belajar bahasa inggris di kelas?

3. Apakah kamu juga belajar bahasa inggris ketika di rumah?

4. Apakah kamu memberi tahu kesulitan mu dalam belajar bahasa inggris kepada

guru? Berikan alasan singkat!

5. Apakah kamu tepat waktu dalam mengumpulkan tugas / PR bahasa inggris?

Mengapa demikian?

Extrinsic motivation

1. Apakah kamu akan semangat belajar bahasa inggris jika diberikan reward/hadiah

oleh guru?

2. Apakah kamu paham jika diberikan saran dan kritik oleh guru?

3. Apakah kamu belajar bahasa inggris untuk mendapatkan nilai yang baik?

4. apakah dengan diberi pujian oleh guru membuatmu lebih semanga

5. Apakah kamu menyukai belajar bahasa inggris dengan cara berkelompok?

147

Appendix 5. List of students who answered the questionnaire

Table 5. List of students who answered questionnaire

No Nama Kelas Jenis Kelamin

1 Alina fida rahmadhani 7A Perempuan

2 Desi 7A Perempuan

3 Dina mikaila moraya 7A Perempuan

4 Indah Safitri 7A Perempuan

5 Kholifah Nur Sifa Septiana 7A Perempuan

6 Latifah Nur 'Aini 7A Perempuan

7 Lusy Oktavia Rahmadhani 7A Perempuan

8 Naila Tsany Aqila 7A Perempuan

9 Najmut Tsaqib G.P 7A Perempuan

10 NAJWA LABIBAH 7A Perempuan

11 Nasywa Aqila Wibowo 7A Perempuan

12 Neilzya naditia putri 7A Perempuan

13 Vanya Nur Adinda 7A Perempuan

14 Yashinta aprillia wibowo 7A Perempuan

15 Abiel Muhammad Pasha 7B Laki-Laki

16 Ade Auliansyah Hutama Putra 7B Laki-Laki

17 Afendy nur mustafa 7B Laki-Laki

18 Alan ilham maulana aji 7B Laki-Laki

19 Ananda Dwi Setiyadi 7B Laki-Laki

20 Ananda ridho eka saputra 7B Laki-Laki

21 Fadlialghifari 7B Laki-Laki

22 Fadlulloh reyhan al lutfhi 7B Laki-Laki

23 M. Rifqi Zayyan Qushayi 7B Laki-Laki

24 Muhammad Andika Putra 7B Laki-Laki

25 Muhammad Fauzan suputro 7B Laki-Laki

26 Muhammad Rifky Irwansyah 7B Laki-Laki

27 Muhammad Rofid Muzhaffar 7B Laki-Laki

28 Muhammad Salman Al Fariz 7B Laki-Laki

29 Rasya jundi 7B Laki-Laki

30 Thoha Bagus Nurhidayat 7B Laki-Laki

31 Amdad iman praditya 7B Laki-Laki

32 Adrian Zelanda Akarsya 7C Laki-Laki

33 Alya rahmawati 7C Perempuan

148

No Nama Kelas Jenis Kelamin

34 Anisa Rahma Fauziah 7C Perempuan

35 Anisa Taufiq Qurohmah 7C Perempuan

36 Bintang Wahyudi 7C Laki-Laki

37 Devi Putri Safitri 7C Perempuan

38 Malika adrian syahputra 7C Laki-Laki

39 Muhammad rizky ath thoriq 7C Laki-Laki

40 Muhammad Syafruddin 7C Laki-Laki

41 Mutiara Eileen Ignacia 7C Perempuan

42 Najia Sabrina Ruslamardi 7C Perempuan

43 Nayla Evelin Putri 7C Perempuan

44 Rahmadani nur safitri 7C Perempuan

45 Rista Asrofika Rosiyana 7C Perempuan

46 Zidane arjuna 7C Laki-Laki

47 Rinda Novia Nur Cahyani 7C Perempuan

48 Winda nur Maisyaroh. 7C. Perempuan

149

Appendix 6. The questionnaire of google forms

150

151

152

153

Appendix 7. The data analysis table

Table 7.1 Data analysis table of teacher’s motivational strategies with MTP by

Dornyei (2001)

No MTP

aspects

MTP

Strategy

TMS Interview data with the seventh grade English teacher

1 Creating

basic

motivati

onal

conditio

n

Appropri

ate

teacher’s

behaviors

and good

relationsh

ip with

the

students

Keeping

appropria

te

teacher’s

behavior

and good

relationsh

ip toward

the

students

1. untuk menjaga hubungan yang dekat itu lebih kepada

saling membumi saling merendahkan hati mengurangi ego

2. Kedua kita harus lebih menurunkan ego, tidak boleh

menunjukan bahwa guru itu garang itu tidak boleh. Ee jadi

agar-agar anak juga segan dengan kita. Kita disegani

bukan ditakuti.

3. kita kurangi membentak-bentak, kita kurangi meninggikan

nada biasanya begitu. Anak-anak tahu kalau kita itu bukan

orang yang friendly yaa mereka bakal enggan untuk

belajar

Pleasant

and

supportiv

e

atmosphe

re in the

classroo

m

Creating

pleasant,

enjoyable

and

supportiv

e

atmosphe

re for

learning

English

in the

classroo

m

1. yaa bagi saya pribadi belajar yang menyenangkan itu

adalah belajar yang mengikutsertakan semua warga kelas

2. kemudian belajar yang tidak memberikan tekanan-tekanan

kepada anak. Tidak terlalu menuntut kepada anak

3. Kemudian belajar menggunakan materi yang bisa diterima

oleh setiap anak yang ada di dalam kelas meskipun nanti

tingkat pemahaman nya akan sangat berbeda-beda materi

yang bisa berterima kepada semua anak di dalam kelas

4. kita dari awal mengatakan bahwa kelas bahasa inggris

Mr. Adi adalah kelas yang demokratif semua boleh

ngacung boleh menjawab. Jadi semuanya boleh menjawab

kita kelas demokratis siapa yang mau bertanya atau

menjawab silahkan acungkan tangan

5. Belajar di dalam kelas itu bagi saya juga eee belajar yang

tidak selalu menuntut testing atau pengujian atau

pengambilan nilai dalam bentuk tes, tapi lebih kepada

proses-proses dan kegiatan yang menyenangkan yang

tentunya berdasarkan menyandari teori-teori bahasa

inggris.

A

cohesive

learner

group

with

Maki

ng

learni

ng

group

1. kalau belajar berkelompok kita biasa gunakan dalam in

pairs atau small group discussion kalau in pairs yaa

biasanya tentang ee bikin conversation karena memang

anak kelas 7 belum bisa yaa karena tidak semua anak

154

appropria

te group

norms

kelas 7 bisa secara spontan untuk berkomunikasi atau

making conversation

2. Kemudian untuk belajar berkelompok biasanya small group discussion. For example kita ada eee kita bikin small group discussion identifying the characters kemudian tentang deskripsinya bagaimana.

3. kegiatan yang ditugaskan juga akan menyenangkan

tergantung pembawaan kita jadi tidak sekedar mereka

disuruh berkelompok no, disiapkan materi yang

menyenangkan kemudian ditugaskan secara berkelompok.

2 Generati

ng initial

motivati

on

Enhancin

g the

learners’

language-

related

values

and

attitude

Increasin

g the

students’

expectan

cy of

success

in

particular

task and

in

English

learning

in

general.

Increasin

g the

learner

goal-

orientedn

ess

Making

the

teaching

materials

Making

the

teaching

material

1. untuk memotivasi anak-anak yaa agar tetap semangat kita

beri materi-materi yang membuat mereka semangat dan

curious mungkin dengan menggunakan berbagai media

biasanya video dan music.

155

relevant

for the

learners

to be

relevant,

and

appropria

te for the

students

2. Kemudian materi yang diberikan itu tidak monoton karena

biasanya anak males karena materi yang digunakan

monoton apalagi paper based begitu

3. Yang bisa membuat tertarik adalah kita sesuaikan dengan

materi yang sesuai dengan lingkungan sekitar mereka. For

example tentang pengenalan orang yaa orang yang paling

dekat yaa contohnya pengenalan orang tua mereka.

Mereka akan bersemangat atau tentang deskripsi

contohnya. Deskripsi tentang apa yang ada disekitar

mereka

Creating

realistic

learner

belief

3 Maintai

ning and

protectin

g

motivati

on

Making

learning

stimulati

ng and

enjoyable

Presentin

g task in

motivatin

g way

Making

appropria

te task

and

homewor

k for the

students

1. Untuk PR yaa biasanya kita berikan sesuai dengan KD

yang diajarkan tapi ketika pekerjaan rumah atau

penugasan yaa yang diberikan bisa dibuat sesuai dengan

lingkungannya, atau kita sebut dengan sumber-sumber

kegiatan yang natural dalam penggunaan bahasa kita buat

seperti itu

2. Tapi ketika itu memang harus menuntut lebih kepada

pemahaman pedagogik mereka ya kita berikan seperti

penugasan PR pada umumnya. Memang tidak semua

penugasan/PR bisa dibuat bermakna dan dalam

penggunaan bahasa secara natural atau kita biasa sebut

authentic material dan lain sebagainya

3. jadi mereka bisa relate antara penggunaan bahasa dan

background knowledge yang sudah ada, Jadi mereka tetap

tertarik dan tidak terlalu berat semuanya bisa mencoba.

Setting

specifi

learner

goals

Giving

the

understan

ding of

goals and

benefits

1. yang pertama d awal pembelajaran kami beri pengertian

bahwa bahsa inggris bisa bahasa inggris itu kepentingan

anak-anak bukan kepentingan bapak ibu guru

2. kemudian manfaat dari mempelajari bahasa inggris

sendiri itu apa, jadi anak-anak tidak buta ketika belajar

156

from

learning

English

bahasa inggris tu tujuan dan manfaatnya untuk mereka

bukan sekedar mencari nilai

3. belajar bahasa inggris adalah bekal bagi kehidupan

mereka menyongsong era persaingan global

Protectin

g the

learner

self-

esteem

and

increasin

g their

self-

confidenc

e

Protectin

g

students’

self-

confidenc

e

1. kita mencoba yaa walaupu kadang walaupun kelupaan kita

mencoba melindungi anak dari perundungan katakan kalo

eee kita kasih feedback secara spontan waktu itu juga eee

anak yang lain kemudian merundung, mencemooh, atau

mengejek gitu kan bully gitu kalau sekarang, kalau nggak

yang paling simple adalah penyampaiannya,

penyampaiannya jangan secara serious kita pakai nada

yang lebih bercanda tapi bermakna begitu. 2. Kemudian kita tidak menjudge anak salah begitu tidak kurang

tepat jadi eee semuanya termotivasi untuk menjawab kalau sudah demotivated karena sekali menjawab dibilang woe salah dan lain sebagainya kemudian diejek temannya besok lagi mereka akan malas belajar males menjawab

3. kita tidak bilang salah yaa belum tepat atau kurang tepat

jadi tidak ada yang merasa minder ketika mereka

menjawab

Allowing

students

to

maintain

a positive

social

image

Creating

learner

autonom

y

Promotin

g self-

motivatin

g

strategies

Promotin

g

cooperati

on among

the

learners

Making

learning

group

It was stated before in creating basic motivational condition

157

4 Encoura

ging

retrospe

ctive sef

evaluati

ve

Promotin

g

Motivatio

nal

attributio

n

Assessin

g

students’

performa

nce in

learning

English.

1. Kalau penilaian seperti standarnya kita ada penilaian

pengetahuan, penilaian ketrampilan dan penilaian sikap

untuk ketrampilan biasanya kita ada beberapa cara yang

pertama mungkin praktik kemudian ada proyek.

2. Kalau pengetahuan bisa dari hasil penugasan atau ujian

atau ketika discussion dalam kelas.

3. Kemudian ada sikap juga attitude anak juga yang nanti

kita catat dan tambahkan pada penilaian waktu pembuatan

nilai hasil belajar selama periode tertentu

4. Angka jelas itu adalah hasil secara tertulis tapi jauh lebih

mendasar to make the students know their mistake

Providing

motivatio

nal

feedback

Providing

feedback

1. katakan eee membuat karya yaa writing begitu, yaa kita

dekati sedikit satu-satu, dalam prosesnya waktu proses

awal kalo sudah ee produksi secara mandiri kita kasih

feedbacknya d paper mereka

2. kemudian kalau kegiatannya secara spoken yaa feedback nya kadang kita kolektif kita kan nggak bisa langsung ee menunjuk 1 atau 2 nama orang kemudian diberi feedback langsung gitu kan nggak, kita biarkan mereka selesai dulu baru kita evaluasi begitu

3. Kemudian biar tetap semangat kita kasih ee reward dan comment biasanya begitu.

Increasin

g learner

satisfacti

on

Increasin

g learner

satisfacti

on by

rewardin

g and

appreciati

ng the

students’

progress

1. Jadi mereka yang mau volunteer berarti mendapat

penghargaan dan besok jika sudah begitu mereka tidak

ragu-ragu lagi, akan membentuk atmosfer kompetitif yang

sehat jdi bagi yang mau maju atau mau volunteer atau

mau menjawab itu akan ada reward atau apresiasi,

applause paling tidak. Kemudian kita berikan good job

2. Dalam belajar anak atau hasil belajar anak atau

penugasan anak kita biasanya kasih good, good job begitu

walaupun kecil sangat bermakna bagi anak-anak.

Kemudian bagi yang belum yaa ee keep learning and so

on.

3. Kalau secara spoken yaa biasakan mengaresiasi anak-

anak dan dalam bentuk apa eee kita berikan penghargaan

yang setinggi-tingginya bagi volunteer nanti kita kasih

applause dan sebagainya

4. Kalau untuk berbentuk materi we don’t have that.

Kemudian kalau berbentuk yang lain seperti papan

apresiasi kita tidak punya itu. Mungkin itu biasanya SD.

5. Kemudian kita berikan good job dan sebagainya juga

semuanya yang sudah maju kita biasakan yaa kita

158

biasakan untuk memberi penghargaan apresiasi applause

lah paling tidak itu saja.

Offering

reward

and grade

in a

motivatio

n manner

Note: MTP = Motivational Teaching Practice

TMS = Teacher Motivational Strategy

159

Table 7.2 Data analysis table of the students’ responses toward TMS

No TMS SR Data from students’ interview and questionnaire

1 Keeping

appropriate

teacher’s

behavior and

good relationship

toward the

students

Positive 1. Bintang 7C: hubungan saya dengan guru bahasa inggris

sangat baik

2. Ade 7B: Terjalin dengan baik, karena guru

menyampaikan materinya enak

3. Desi 7A: Iya, hubungan siswa dengan guru terjalin

dengan baik

2 Creating pleasant

and supportive

atmosphere for

learning English

in the classroom

Positive, but

there was

student that felt

bored because

of the subject

duration

1. Semangat karna pak adi mengajarkan bhs inggris

dengan lembut dan kadang suka bercanda (Alina fida

rahmadhani 7A)

2. Semangat, karena guru bahasa inggris interaktif dan

tidak membosankan (Muhammad Salman Al Fariz 7B)

3. Semangat(Alasan saya karena Dalam Membahas Materi

bahasa inggris sangat ceria dan Membuat saya

Semangat karena hal itu. (Anisa Rahma Fauziah 7C)

4. Suka krn kyk ada game gitu kyak yg kotak" itu lupa

namanya (Dina mikaila moraya 7A)

5. Membosankan, karena durasi pelajaran bahasa inggris

yg cukup lama membuat saya bosan (Muhammad rizky

ath thoriq 7C)

3 Making learning

groups

Positive, but

there was

student that did

not like to

learn in group

47 anak mengatakan ya untuk pertanyaan apakah mereka

menyukai belajar dengan cara berkelompok

1 anak mengatakan tidak untuk pertanyaan apakah mereka

menyukai belajar secara bekelompok

4 Making the

teaching material

relevant and

appropriate for

the students

Positive, but

the students

still had

difficulty

1. M. Fauzan 7B: Ya, tidak ada kesulitan dalam memahami

materi bahasa Inggris, karna gurunya menjelas kan

Sampai siswa tau

2. Vanya 7A: iya karena cara guru menerangkan ada

beberapa cara metodenya seperti menonton film animasi

pembelajaran dan diterangkan langsung di depan kelas

3. Najwa 7C: Tidak, hanya saja sedikit kesulitan saat

dialog

4. Bintang 7C: siswa memahami apa yang disampaikan

guru tapi terkadang guru menyampaikannya terlalau

cepat dan menggunakan bahasa inggris yang kami tidak

pahami

5 Making

appropriate task

Positive but

certain

39 anak mengatakan ya untuk ketepatan mengumpulkan

tugas/PR

160

and homework

for the students

students were

negative

9 anak mengatakan tidak untuk ketepatan mengumpulkan tugas

atau PR

6 Protecting

students’ self-

confidence

Positive 1. Vanya 7A: …..Mungkin sampai saat ini tidak ada kritik

yang kurang berkenan di hati saya

2. Zayyan 7B: guru menjelaskan kekurangan siswa dan

tidak ada kritik yang kurang berkenan di hati siswa

3. Udin 7C: Dengan di jelaskan di depan. Menurut saya

berkenan

7 Giving the

understanding of

goals and

benefits from

learning English

Positive 1. Karena supaya saya bisa mendapatkan wawasan yang

luas, supaya dapat berbicara dengan orang luar

(Kholifah Nur Sifa Septiana 7A)

2. Agar fasih berbahasa inggris karena bahasa

internasional (Muhammad Salman Al Fariz 7B)

3. Untuk menambah wawasan yang luas dalam komunikasi

dengan orang lain di seluruh dunia dan bisa

meningkatkan karier yang akan dating (Nayla Evelin

Putri 7C)

4. Agar dapat mengerti dunia (Bintang Wahyudi 7C)

8 Providing

Feedback

Positive 1. Najwa 7C: Saat guru menyampaikan kritik/saran kepada

siswa dengan cara menasehati dengan baik

2. Ade 7B: Biasanya guru hanya menyuruh untuk lebih giat

belajar

3. Syifa 7A: guru menyampaikan kritik dan saran dengan

singkat, jelas, bahasa yang mudah dimengerti oleh siswa

4. Desi 7A: Guru menegur dan memberitahu kesalahan lalu

memberi saran dengan bahasa yg halus dan mudah

dipahami

5. Menerimanya supaya lebih baik lagi belajarnya

(Muhammad Andika Putra 7B

6. menambah semangat utk lbh giat belajar bhs inggris

(Muhammad Rifky Irwansyah 7B)

7. 10 anak mengatakan tidak untuk belajar dirumah/diluar

jam sekolah

8. 37 anak mengatakan ya untuk belajar di rumah atau di

luar jam sekolah

9 Increasing

learner

satisfaction by

rewarding and

appreciating the

students’

progress

Positive,

negative, and

neutral

1. Iya. Karena adanya reward menambah semangat dan

lebih seru dalam belajar (Muhammad Salman Al Fariz

7B)

2. Tidak karena belajar buat diri sendiri agar supaya

pandai tidak mengharap imbalan (Thoha Bagus

Nurhidayat 7B)

161

3. Iya sangat semangat karna ada hadiah untuk lebih

menyemangatkan Tetapi jika tidak ada hadiah saya pun

juga semangat (Rinda Novia Nur Cahyani 7C)

4. Iya, karna bagiku itu adalah tantangan (Najwa Labibah

7A)

5. 45 anak mengatakan iya untuk pertanyaan apakah

dengan diberi apresiasi akan membuat siswa lebih

bersemangat dalam belajar

6. 3 siswa menyatakan tidak untuk pertanyaan serupa

10 Assessing

students’

performance in

learning English.

Positive 1. Anisa 7C: Caranya dengan melihat nilai atau dengan

cara bertanya dengan guru

2. Anisa 7C: Yang akan saya lakukan adalah dengan cara

belajar dengan giat

3. Syifa 7A: cara saya mengetahuinya adalah dari guru

memberikan soal atau tugas kepada siswa

4. Syifa 7A: jika saya gagal saya akan mengulangi

materinya dan belajar dengan sugguh-sungguh dan jika

berhasil saya akan mengulangi materi yang sama dan

belajar materi yang baru

5. Bintang 7C: caranya dengan bertanya kepada guru dan

teman

6. Bintang 7C: mengoreksi dan membenarkan

Note: SR= Students Responses